Deception Is An Important Theme English Literature Essay

Deception Is An Important Theme English Literature Essay Sometimes deception can be unintended when the characters dont mean to lie, as in the play by Anton Chekhov, however in Henrik Ibsens play, the deceiver lies intentionally to protect the one she loves. The initial act of deception is shown when Nora deceives her husband and borrows money from Krogstad to save Torvalds life. She then continues lying to him intending to repay back the loan. Nora thinks it her duty to lie in order to protect her husband however this makes her vulnerable as a heroine to Krogstad who now blackmails her. This is an example of a dramatic irony since the readers and most of the characters except for Torvald, know what Nora has really done. Unlike her, Ranevsky, the main heroine of the Cherry Orchard doesnt deceive others but herself. Self- deception is a process of denying logical arguments and clear evidence. Here the themes of changing times and inability to accept change are explored. Madame Ranevsky wants to seek refuge in her childhood past from the despair of her present life, to remember the past and forget the present by refusing to face the reality. After spending five years abroad, she comes back to her beloved home. However she starts crying at the sight of [Her] nursery, [her] dear, beautiful nursery! she feels like a little girl. The nursery is a misnomer and it introduces a very nostalgic atmosphere, which brings up terrible memories of the death of Madames son, which she can not handle. She left Russia for Paris, to forget the memories of her husbands and sons deaths in the first place. When the time comes to auction the cherry orchard, Madam Ranevsky does not want to understand the seriousness of the situation. She does not believe that she can lose the orchard because of the luxury she used to live in, allowing herself everything and now she can not and does not want to accept the fact that she has to change that. The heroine realizes that she has lead a wrong lifestyle, she sinned and overspent, however she does not do anything to change that. She believes that everything will resolve itself. In a similar way, Nora believes that her act of deception was done for the greater good, since she was motivated by her husbands illness and had to save him and so she does not try to avoid any more lies and falsifications. As a matter of fact, she keeps deceiving Torvald, on small things such as eating macaroons and tiptoeing to listen at his door, because she feels the need to conceal the truth from her husband to save their marriage and this is the main source of the plot movement. Torvald in return deceives Nora by making her believe he loves her, he even says Do you know Nora, often I wish some terrible danger would threaten you, so that I could offer my life and my blood, everything for your sake. In reality he prioritizes his reputation before her and just regards her as his property. He only fantasizes about how perfect their life is, which is another example of self-deception. Its clear that their entire relationship is built upon lies and deception. Nora encourages her children to lie to Torvald when she says Dont talk to anyone about the strange gentleman. You hear? Not even to Daddy. By doing that she sacrifices her childrens innocence. Like Torvald, Madam Ranevsky tends to build a fence around herself by ignoring her emotions to create a happy world for herself. When she comes back home, she is restless, she says I cant sit still! I cant do it! [Jumping up and walking about in great agitation.] This happiness is more than I can bear. Laugh at me! I am a fool! My darling old cupboard! [Caressing a table.] My dear little table! . This makes her character ridiculous and from her kissing the bookcases and her reaction over her acquaintances deaths, we understand that she cannot handle anything real. As mentioned before, France was a place of refuge for Madame Ranevsky when she needed to escape and now that one of the most difficult stages of her life is over she does not seem to appreciate Paris. Once she is back to Russia she tries to forget her life there because her lover cheated on her and she is broke. Although later on she escapes from Paris to Russia. When she receives two telegrams from there she immediately tears them up without reading, and says They are from Paris. Ive done with Paris. However when she comes back to Russia, we see that she still hasnt forgotten her past in Paris, her unfaithful lover and the death of her child. Later on in the play, when she talks to Gayef she suddenly exclaims Look! Theres mamma walking in the orchardà ¢Ã¢â€š ¬Ã‚ ¦ in a white frock. There she is! One of the things about Madame Ranevsky hallucinating shows how disconnected she is from reality. Also, the composition and bearing of the hallucination reveal the nature of her disconnect ion. She seeks refuge in her past, her innocent childhood, and for her, the orchard is a symbol of her past- the fact that she fantasizes her mother in the orchard shows how disconnected she is from reality, confirming what she seeks. In a Dolls House, hope for freedom and independence motivates Nora to keep on lying and deceiving since we always tend to crave whatever we cant get. However she isnt the only character who lies and goes behind the back of her loved ones. Dr. Rank who is a family friend hides his true feelings for Nora from both Torvald and his wife. The only reason Nora actually finds out about how he truly feels, is when she tries to seek his help and she manages to see beneath the surface to his heart. This is how she finds out that he is secretly in love with her. On the other hand Dr. Rank seems to be very considerate and the only reason he deceives both his friends is because he tries to be a faithful friend to Torvald. He is trying really hard to be loyal but at the same time he can not stay away from Nora. Also he manages to expose Noras emotional immaturity and unwillingness to violate social conventions. Thus we cant be sure of whether his deception is intentional or not. Torvald, although it seems like he was the one deceived by both his wife and his friend, can be considered the one most guilty of the crime. Throughout the whole play, we see how he has deceived Nora into believing that their marriage is perfect, whilst in reality it was just his fantasy. The most important thing for him was to be able to keep up a proper appearance of moderation and appropriateness because the society he was brought up in is very judgmental and prejudicial. Like Ibsen, Chekhov presents a character who is also very concerned with looks and appearances. Lopakhin, an ex-peasant who is now a wealthy neighbor talks to the maid-servant, Dunyasha. Although he revels in his own economic situation, at the same time, he chides Dunyasha, by saying You are too refined, Dunyasha, thats what it is. You dress yourself like a young lady, and look at your hair! You ought not to do it, you ought to remember your place. He says that she is still of a low social standing. He is chiding her and telling her not to act like a lady, reminding her she is only the maid. This scene causes tension since there is this dichotomy as he is not quite comfortable with the new changes since he himself came from a peasant background. He almost contradicts what he is saying, which is another apparent example of self-deception. In conclusion, we see that deception is an important theme since its the main cause for characters to lose sense of reality and its also a catalyst of the climax. In the end of A Dolls House, Nora finally becomes more aware of how blind she was and walks out on her family to seek freedom and independence. Torvald on the other hand even at the end of the play, is still devoted to a mirage, an image of something that was never really there. At the end of The Cherry Orchard, Madame Ranevsky loses all her possessions together with the orchard and goes back to Paris, leaving behind everything that she thought she believed in. From this we learn, that deception is often triggered by the acceptance or disapproval of other people in society, since we tend to care too much about what everybody else thinks and thus try to blend in.

sunrise medical Essay -- essays research papers

Birds Eye and the U.K. Frozen Food Industry General Foods Corporation was successfully manufacturing and marketing â€Å"Birds Eye† frozen food in the late 1920. They were also the original owners and incorporated in August 1938. By the 1940’s, a new owner, Unilever had a strong interested in the business and took over. He wanted to make this business innovative and profitable in the growing economy. There is couple of issues dealing with Birds Eye currently in the United Kingdom, which include market position and market shares. The industry was at 70 percent of the market share and over the years, the percentage decreased. In the 1960s, Birds Eye showed a decrease in market share and return of capital. The lack of sales was also a concerned for Birds Eye, which resulted negatively to their profit margin. Clearly, the frozen food industry is not growing as rapidly as its use to. They can regain there market share by evaluating and understanding different taste, style and trends of the consumer. There was many opportunities that Birds Eye past up that they could have benefited from. They past up the opportunity to create their own label of frozen food and market it to consumers who have freezers in the household, and caterers. This can be an advantage for their competitor but a threat for Birds Eye. Another opportunity that they steered away from was home freezers, which affected a great deal in the frozen food market. Among other leading firms striving to be the best, Birds Eye Foods Ltd. strived to be the leading provider of frozen foods in the growing market. By 1938, the company began their business in the United Kingdom. They have a strong brand name and recognition and have been a leader in the business for sometime. Birds Eye’s vision is providing the best products and raw material to consumers on a daily basis. The business will be successful on the demand of everyday products in the market and all over the world. This will help build the industry and help develop some of there main products. This industry as a whole will go all out to provide exceptional products and services to its consumers. The company’s objective is to make their products more convenient. Birds Eye promotes consumer loyalty, value and recognition for their goods and services. The industry increased dramatically from its main products such as fruit and vegetables, fish, and meat.... ...me any obstacles. Being able to implement strategy is beneficial but expensive and very time consuming. Becoming a leader in the marketplace does not mean producing top end products but being able to keep producing high and better quality products. In addition, Birds Eye must continue providing exceptional customer service to their clients. Providing the best quality products should come with the best quality service. Having a strong brand name and recognition should also result in strong customer loyalty. Clients and employee satisfaction is the ultimate goal to Birds Eye. The employees at Birds Eye need to plan, monitor and evaluate at all time. This process should be done periodically and by any employees with the company. Customers come first; implementing a strategy where consumers are receiving the right product at the right time and at the right price will have a great impact to the company. As well as making sure the employees are treated right and working in an environme nt that they enjoy. Strategic Implications: Strategic Implications: Managers at all levels need to posse’s strong communication, leadership and motivational skills at Birds Eye.

The Use of Narratives to Express the Religious Beliefs of People in Wes

The Use of Narratives to Express the Religious Beliefs of People in Western Religions For the layman, familiarity with the major religions stems from the stories that are associated with them. Using the narratives that are derived from the sacred texts is the most prominent way in which our society identifies the Western religions. The Jewish tradition is best correlated to stories like the Exodus and the parting of the Red Seas, for example, as are the many tales of the miracles of Jesus connected to Christianity. This essay will present narratives as an easy method of providing the basic groundwork for the Western religious traditions of Judaism, Christianity, and Islam because of their simplicity and easily transmittable nature. Furthermore, narratives impart many of the rules, laws, and moral fundamentals for these faiths, and are used by religious writers as a novel method of initiating discussion or providing a parallel for other narratives. From the beginning of the book of Genesis in the Holy Bible, it is evident that the identity of Jews, Christians, and Muslims in the West hails from Biblical narratives. Genesis and its two accounts of creation are an essential starting point for Jewish, Christian, and Islamic beliefs. It provides a foundation for devotees of these religions to worship their God as the ultimate creator of the heavens and earth, day and night, sun and moon, all the animals and vegetation that inhabits the world, and human beings. For Jews and Christians, God created the world in six days, taking rest on the seventh day. However in the Islamic tradition of creation, Allah's actions on the seventh day are quite different from the Judeo-Christian beliefs. In the Koran, it states, "In six days He c... ...the preferred method of transmitting the religious beliefs of peoples. Furthermore, our modern Western society easily portrays the identity of Christians, Jews, and Muslims through narratives in media, such as the news, movies, comic books, and television. Because of the way in which stories help people easily grasp the lessons and morals taught by religions, narratives are at the core of the teachings of Islam, Christianity, and Judaism, presenting fundamentals as well as being a resource for writing upon subject matter dealing with the those theologies. Works Cited Buber, Martin. Hasidism and Modern Man. New York: Horizon Press, year? The Holy Bible. New International Version. Nashville, Tennessee: Broadman and Holman Publishers, 1995. The Koran. Trans. N. J. Dawood. New York: Penguin Books, 1997 Wiesel, Elie. Night. New York: Bantam Books, 1960.

Pollution Essay examples -- essays research papers

Pollution has become a major issue over the years because it contaminates the Earth’s environment and affects human health. While some environmental pollution is a result of natural causes such as volcanic eruptions, most is caused by human activities. The increase of various types of pollution has made cancer pollutant more prevalent among the people, raising the risk of getting cancer. After being exposed to theses pollutants, the effects may be immediate or delayed. Some of the delayed effects, due to the exposure, can go unnoticed for many years. Another major issue that pollution creates is the tremendous cost for preventing and cleaning it up. However, we can not regulate the pollutants to the extent where there are no more possible threats. The most we can do is to minimize the effects of the potential risks, which we may encounter as a society. We can approach this matter by conducting different types of test from animal studies and epidemiological studies.   Ã‚  Ã‚  Ã‚  Ã‚  To regulate pollution, we first have to have an idea of what type of effects it will have on the general population and then determine the acceptable amount of exposure level. Since the specific risk here is that the individual will get cancer, after being exposed to a pollutant, possibly leading to their death, we have to consider a few factors such as age, sex, and their health status. Depending on how old the person is, if they are relatively young then he or she may not be affected by the pollutant because their immune system can probably fight off the pathogens. Gender can also make a difference, since males and females have different biological anatomies, thus the pollutant may be resistant to females but not the males or vice versa. Finally, the health status of a person also has to be considered. If a person is healthy and fit then maybe age might not matter and it will decrease their potential threat from the pollutant. After all of these factors are take n into account we have to regulate the carcinogenic pollutant and determine an acceptable level of risk. To determine what the effects are after an individual has been exposed to this pollutant and gets cancer, we can perform animals or epidemiological studies. Even though the animal studies will not be deterministic since we are not using human subjects to collect the data, it will give us an idea on how a... ... an acceptable exposure level; again this can not be done without some degree of subjectivity. As a result, I believe that an appropriate exposure level to cancer, due to this pollutant, should be one in a million. This is acceptable because every one person out of a million that is affected by this pollutant can get treated and cared for. By setting it at this level I think that there it would eliminate the shortage problems at hospital or at any care centers when providing treatments to the infected people. Thus, everyone who gets cancer from this pollutant will have the opportunity to take care of themselves and not have to worry about the lack of resources.   Ã‚  Ã‚  Ã‚  Ã‚  Everyone takes risk in particularly in everything they do. The best thing to do is minimize the effects of the risks as much as possible. The cancer causing pollutant in this case can be regulated by using some type of preventive measures. Without being oblivious about the moral issues, we have to set certain risks and exposure level of the pollutant. I set my risks and exposure level after determining several issues and came to conclusion after what I thought was the most optimal conditions.

Socio Economic Study

Economic Benefits As part of the agricultural sector, the banana industry also ensures that It contributes to the protection of the environment through the observance of globally accepted practices and abiding by Philippines laws. Furthermore, the industry also makes positive Impact on the cultural political aspects through: Enameled contact with the Influence Insurgency; Improved peace and order situation; Effective local governance; Integration of Indigenous people (e. G. Bugaboo, Nabob, Muslim) Into mainstream society: and Better understanding of cultures.The Banana industry impact on the economy includes: Provision of employment (minimum wages, Job security); Development of related industries (transport, food, consumer goods, entertainment); Increased income opportunity (cash crop, I. E. Corn, rice, firewood gathering vs.. Employment); Prompts improved infrastructure support from government and private organizations; Increased tax collection for local government. In terms of soci al impact, the industry helps provide: Basic needs through the availability of food, housing, clothing, and employment; Education increased number of students;Health care availability of institutional care; Migration back to family instead of having to look for livelihood elsewhere; Equal opportunity for women and indigenous people; and Fewer occurrences of domestic and Juvenile related crime and conflicts. The Philippine banana industry Is the 5th largest export Industry In the country and the indulges in Mindanao. In terms of local tax contribution, the Industry remitted about Phi Million worth of local taxes In 2008, Including Business Tax, Real property tax, Residence Certificates of Employees, withholding tax of employees, withholding tax at source, and Income.Socio Economic Study By EX_Donald As part of the agricultural sector, the banana industry also ensures that it contributes Furthermore, the industry also makes positive impact on the cultural political Minimized contact w ith the influence insurgency; Integration of indigenous people (e. G. Bugaboo, Nabob, Muslim) into mainstream society; and Better understanding of cultures. The Philippine banana industry is the 5th largest export industry in the country and the indigents in Mindanao. In terms of local tax contribution, the industry remitted about Phi Million worth of local taxes in 2008, including Business Tax, Real

Discovering Truth in Personal Experience

There are a few chosen moments in a person’s life that are pivotal and life-changing. I have been fortunate to have one of those moments in my life and I think that it has shaped my personality and character today. As I look back to that experience, I am amused by the fact that it took me some years to realize how influential my high school biology teacher was in shaping my values towards education, hard work, and responsibility. I was only a teenager when I met her and naturally, I did not care the least about how she was teaching us or what impact she was making on our volatile and malleable minds.But years after I left high school and have now encountered various situations that challenged my character and personality, I see how her methods of teaching equipped me to face these situations. When she was teaching us high school biology during the second year of high school, she already had two children. It was not surprising that I and my peers always felt that she treated us very motherly, concerned not only with our academic performance but also with our character formation.She taught us beyond the classroom and was always accessible even outside the school premises. She was very interactive and made sure that we have healthy communication. Once, I and a few my classmates were having difficulty with a laboratory experimentation which she made us do. Without hesitation, she invited us over her house and helped us accomplish the experiment by guiding us through the instructions. She was accommodating and open to questions and even complaints.There was a healthy exchange in our communication and during that year with her, I experienced how guidance could aid student in charting their progress. Because of the nature of her class, she was able to instill to us the value of cooperation and interaction within the group. She maximized our laboratory sessions to instruct us how a team functions. The class was not her monopoly. She delegated as much responsibil ity to us and put confidence in our skills and capacity to work together. Our laboratory sessions became more than tedious, repetitive and routine class requirements.Aside from including bits of fun in it, she also made sure that we work effectively in groups. She constantly monitored how we go through experiments, roaming around the laboratory and observing one group after another. She insisted on involving every member of the group and I remember that she specifically designed her experiments to ensure that everybody in the group participates. Nobody was left behind in her class. It is very important that a class progress as whole and not only individuals or certain groups within the class.The sign of an effective teacher is that he or she sufficiently meets the needs of every student in the class. I realize now how huge her responsibilities were trying to assess how each of her students learn and teach in a way that enables her to match these various learning styles. It was durin g the second year of my high school when I learned to depend on my skills. This was primarily made possible by my biology teacher who always encouraged us to learn actively, using our own strengths and capabilities.She rarely monopolized the class by spoon feeding information to us. Instead, she allowed us to discover the answers for ourselves. During our class discussion on taxonomy, she had each of us report on the basic classification of animal and plant kingdom giving us only the bare details. She suggested a few places where we can gather information, but she did not assign a book or a particular material. She said that we can stretch our creativity in our reports as long we educate the class on our assigned topic.As her way of guiding us through the task, she opened her office for consultation. I realized that she was adapting methods used in college by allowing us to be independent students. Through her efforts of making our learning active, I learned to form study habits on my own and depend on my own skills and capabilities in accomplishing goals. In terms of reaching goals, my biology teacher also influenced my sense of time. When working on certain tasks inside the class, she reminded us that we were bound by time and cannot afford to lax or procrastinate.She was strict on deadlines and imposed sanctions on those who disregard the schedule she set. Time management is a crucial part of effective education and she made sure that we internalize that importance during that year. It was just recently that I encountered Stephen Covey’s The Seven Habits of Highly Effective People in which he gives certain guidelines on effective time management. As I look back, I realize that my high school teacher was already teaching us some of the basic principles which Covey outlines in his book.One important information which my teacher imparted on us was prioritization which Covey emphasizes in the section ‘Put First Things First’ (1989). My biolo gy teacher taught us to make important, but not ‘urgent’ [in Covey’s words], matters a top priority in our lives. By this, she meant that we should be balanced individuals devoting our time not only to her subject but also to our families and friends. It was important for her that we balance our activities because she told us that education was not merely based on the book.Education goes beyond the confines of the class and the textbook. Information is useless if it does not fit appropriately in an individual’s life. Thus, she taught us not only to value time but also to assess how our high school education figures in the rest of our life plans. By showing me and my classmates an overview of life, not only in the literal sense knowing that she taught biology, I was able to endure the tedious parts of high school and utilize my learning to be a more effective student in my succeeding education.I only spent a year with my biology teacher and most of informat ional things she taught us regarding the science of life I have already forgotten. But, she remains to be of central significance in my life education because what she imparted to me were skills essential not only to pass an examination but to survive life in general. Her methods and her nurturing character helped me discover my own strength, the value of cooperation and the high regard for the limits of time. Reference: Covey, S. (1989). The Seven Habits of Highly Effective People. UK: Simon and Schuster.

English Conjunctions

Conjunctions A conjunction is a word which joins two sentences to complete their meaning. There are two kinds of conjunctions: 1. Co-ordinating Conjunctions: When the conjunction is used to join two statements of equal importance, the conjunction is said to be a co-ordinating conjunction. Examples : and, but, or, not, for, either, neither 2. Subordinating Conjunctions: When the conjunction joins two statements, one of which depends on the other for its full meaning, the conjunction is said to be a subordinating conjunction.Examples : before, after, since, because, if, though, which, who A conjunction is a joiner, a word that connects (conjoins) parts of a sentence. There seem to be three basic types of conjunctions. They are:  coordinating conjunctions  used to connect two independent clauses,  subordinating conjunctions  used to establish the relationship between the dependent clause and the rest of the sentence, and  correlative conjunctions  which always travel in pair s, joining various sentence elements that should be treated as grammatically equal. COORDINATING CONJUNCTIONSCoordinating conjunctions may join single words, or they may join groups of words, but they must always join similar elements: e. g. subject+subject, verb phrase+verb phrase, sentence+sentence. The seven coordinating conjunctions in English are: FOR – is to introduce the reason for the preceding clause AND – joins two similar ideas together NOR – The conjunction nor is not extinct, but it is not used nearly as often as the other conjunctions. Its most common use is as the little brother in the correlative pair, neither-nor BUT – joins two contrasting ideas togetherOR – joins two alternative ideas YET – is very similar to ‘but' as it also joins two contrasting ideas together SO – shows that the second idea is the result of the first An easy way to remember these six conjunctions is to think of the word FANBOYS. Each of the letters in this somewhat unlikely word is the first letter of one of the coordinating conjunctions. Among the coordinating conjunctions, the most common, of course, are AND, BUT and OR. SUBORDINATING CONJUNCTIONS A subordinating conjunction is a word which joins together a dependent clause and an independent clause.There are numerous subordinating conjunctions. The more commonly used ones are listed below. For a more comprehensive list see  http://webster. commnet. edu/grammar/conjunctions. htm#nor BECAUSE, AS, SINCE – are used to introduce the cause in a cause effect relationship between two ideas SO – introduces an effect in a cause effect relationship between two ideas ALTHOUGH, (even) THOUGH, WHEREAS, WHILE – are used to express contrast between ideas AFTER – is used to show timeAlthough documentation of the developmental order of the remaining subordinate conjunctions is missing, the best guess scenario would be: BECAUSE and SINCE, as they also in troduce the cause in a cause-effect relationship SO would likely seem to follow as it introduces the effect in a cause-effect relationship ALTHOUGH, (even) THOUGH, WHEREAS, WHILE may follow next as they express the contrast between ideas AFTER which expresses time concepts COrrelative CONJUNCTIONS Some conjunctions combine with other words to form what are called correlative conjunctions.They always travel in pairs, joining various sentence elements that should be treated as grammatically equal. Here is a brief list of common correlative conjunctions. both . . . andnot only . . . but alsonot . . . buteither . . . orneither . . . norwhether . . . oras . . . as| Types of Conjunctions A conjunction is a word that links words, phrases, or clauses. There are three types of conjunctions:  coordinating conjunctions, correlative conjunctions, and  subordinating conjunctions.Coordinating Conjunctions  may join single words, or they may join groups of words, but they must always join si milar elements such as subject+subject, verb phrase+verb phrase, or sentence+sentence. When a coordinating conjunction is used to join elements, the element becomes a compound element. Examples:  and, but, or, yet, for, nor, so Correlative Conjunctions  also connect sentence elements of the same kind, however, unlike coordinating conjunctions, correlative conjunctions are always used in pairs. Examples: both – and not only – but also not – but ither – or neither – nor whether – or as – as Subordinating Conjunctions: These are the largest class of conjunctions. They connect subordinate clauses to a main clause. They are adverbs used as conjunctions. Examples: Time: after, before, since, when, while, until Reason: because, since, so that, why Place: where, wherever Condition: if, unless, until, in case Manner: as if, as though, how When we write, we use conjunctions to â€Å"connect words, phrases, and clauses, showing the relation ship between and among them,†Ã‚   as Scharton   and Neuleib describe (2001, p. 96). There are four types of conjunctions that writers can use. Let's review each type as a way to reflect on the different kinds of relationships that conjunctions can be used to reveal. Coordinating Conjunctions Coordinating conjunctions should used  when the elements have an equal relationship. Examples of coordinating conjunctions include  for, and, nor, but, or, yet,  and  so. Ex. Hall does not deny that the early colonists were overwhelmingly Christian,  but  he does recognize that not everyone practiced his or her eligion with the same zeal and fervor that is generally assumed in Puritan communities. Note that with this type of conjunction, you are connecting two sentences (making a compound sentence). In order to prevent this compound sentence from being a run-on sentence, a comma must precede the coordinating conjunction. Correlative Conjunctions Correlative conjunctions are u sed in pairs and also connect equal elements. Examples of correlative conjunctions include  either†¦or, whether†¦or, not only†¦but also, both†¦and,  andneither†¦nor. Ex.It is another interesting phenomenon of history that any conflict within post-World War II Germany,  whether  between the two Germanys  or  between two sets of Germans, often resulted in one side’s claiming that the other used had fascist tactics. Subordinating Conjunctions Subordinating conjunctions  are used to show the relationship of the subordinate clause (a group of related words that contains a subject and predicate but cannot stand alone) to the rest of the sentence. Examples of subordinating conjunctions include  while, after, until, when, where, before, if, that, unless, because, although, though,  and  whether.Ex. Sherry walked to school this morning because her car battery was dead. Conjunctive Adverbs While they are not true conjunctions, conjunctive ad verbs often function as conjunctions. They don't show relationships  within  a sentence, but rather show the relationship between two independent clauses (a complete sentence, or a group of related words that contain a subject, a predicate, and can stand alone). Examples of conjunctive adverbs include  also, consequently, furthermore, however, indeed, instead, meanwhile, moreover, nonetheless, similarly, therefore, thus, besides, next, specifically,  and  subsequently.Ex. A first glance at his bibliography gives the appearance that the work may rely somewhat heavily on secondary source material;  however, a number of primary sources are also used, and it should be noted that the publication dates of the secondary source material range throughout the span of the study. Note that two complete sentences are connected. Therefore, a semicolon is needed. The semicolon shows that the two sentences are closely related and that the writer wants the two sentences to stay linked in the writer’s mind, while showing where one sentence ends and the next one begins.Notice also that a comma follows the conjunctive adverb. Test Your Knowledge| | Check your understanding by correcting the following sentences. Hint: Use the structure of the sentence as a guide to the relationship. Choose a conjunction or conjunctive adverb accordingly. 1. ___________ most of the work is a quantitative study proving the educational lag of Mexican American children, Carter’s work also pays significant attention to educational history. 2.Changes in party emphasis allowed for increasing segments of workers to join; however, dissent with Stalin’s policies was less tolerated; ___________ , many of these policies, particularly those of Stalin, were ambiguous due to the secretiveness and suspicion within the inner ranks. 3. At this time the existence of the relationship between science and religion produced a group of thinkers called Deists who believed that no knowledge could be held of a creator except his existence as necessary for natural law, _________ as in any group of theological thinkers, there were differences in perspectives on what this meant. . One provision allowed for the sale of public lands belonging to the perpetual school fund, the proceeds of which would _________ go directly to the public school fund ________ be distributed among the counties. Answers: 1. While  most of the work is a quantitative study proving the educational lag of Mexican American children, Carter’s work also pays significant attention to educational history. The first part of this sentence is subordinate to the second part. Therefore, a subordinating conjunction would be used.Others that could work in this context would be  though  and  although. 2. Changes in party emphasis allowed for increasing segments of workers to join; however, dissent with Stalin’s policies was less tolerated;  furthermore, many of these policies, particularly those of Stalin, were ambiguous due to the secretiveness and suspicion within the inner ranks. Here the second sentence serves as an addition to another sentence, so a conjunctive adverb is needed. Because it is an addition,  further  and  furthermore  are the best options. . At this time the existence of the relationship between science and religion produced a group of thinkers called Deists who believed that no knowledge could be held of a creator except his existence as necessary for natural law,  but  like any group of theological thinkers, there were differences in perspectives on what this meant. This sentence calls for a coordinating conjunction. Either of these sentences could work independent of each other. The word  but  works best here because it shows contrast. 4.One provision allowed for the sale of public lands belonging to the perpetual school fund, the proceeds of which would  either  go directly to the public school fund  or  be distributed among the counties. Here the two blanks should have been the clue that a correlative conjunctions was required. They are the only ones used in pairs. | | What are conjunctions? Sure, they're joining words, but they're much more than that. Conjunctions are the words that decide the importance of the various other words in the sentence. Coordinating conjunctions, subordinating conjunctions, and correlative conjunctions each have their own purpose. * DefinitionConjunctions are words that link other words, phrases, or clauses. There are three types of conjunctions: coordinating conjunctions, subordinating conjunctions, and correlative conjunctions. * Coordinating Conjunctions Coordinating conjunctions connect two words or groups of words with similar values. In other words, coordinating conjunctions may connect two words, two phrases, two independent clauses, or two dependent clauses. For example, in each of the following sentences, the coordinating conjunction â€Å"and† connect s equal words or groups of words: Connects two words:  John and Reggie stayed up all night practicing their guitars.Connects two phrases:  The squirrel scurried up the tree trunk and onto a low branch. Connects two clauses:  Several managers sat with their backs to us, and I could almost hear them snickering at us lowly workers. Connect with Classrooms www. ePals. com/Join Easily Connect with classrooms all over the world, Join ePals today! Ads by Google There are only seven coordinating conjunctions in the English language, and they are often remembered by using the acronym â€Å"FANBOYS†: for, and, nor, but, or, yet, and so. * Subordinating Conjunctions Subordinating conjunctions connect two groups of words by making one into a subordinating clause.The subordinating clause acts as one huge adverb, answering the questions â€Å"when† or â€Å"why† about the main clause, or imposing conditions or opposition on it. Here are some examples of subordinating co njunctions changing a clause into adverbial subordinating clauses in different ways: * I can go shopping after I finish studying for my exam. (when) * Because the night was young, Gertrude decided to take a walk. (why) * I’ll give you a dime if you give me a dollar. (condition) * Although he never figured out why, Hanna winked on her way out the door. (opposition) Note: The subordinating conjunction does not lways come between the two clauses it connects. Often, it comes at the beginning of the first clause. * Correlative Conjunctions Correlative conjunctions are always used in pairs. They are similar to coordinating conjunctions because they join sentence elements that are similar in importance. The following are some examples of coordinating conjunctions: Both, and:  Both Rodney and Xing made the varsity team this year. Neither, nor:  Neither Rodney nor Xing made the varsity team this year. Not only, but also:  Not only did Rodney make the varsity team, but he also be come one of the strongest players.Remember these three types of conjunctions – coordinate conjunctions, subordinate conjunctions, and correlative conjunctions – and you've got one part of speech down pat. A  conjunction  connects two or more  sentences,  clauses, or parts of clauses. Some of the most common conjunctions in English are  and,because,  but,  for,  nor,  so,  until,  when, and  yet. The two main types of conjunctions are coordinating conjunctions and subordinating conjunctions. There are also correlative conjunctions, copulative conjunctions, adversative conjunctions, disjunctive conjunctions, and final conjunctions. ————————————————-Coordinating conjunctions A  coordinating conjunction  is a  conjunction  that links two words,  phrases,  clauses, or  sentences  that are grammatically equivalent. The six wo rds most commonly used as coordinating conjunctions can be remembered with the mnemonic device FANBOYS—for,  and,  nor,  but,  or,  yet,  so. Let’s look at a few examples: We have a porcupine  and  a kangaroo. [And  links two listed elements that are grammatically equivalent. ] You see  yet  do not hear. [Yet  links two grammatically equivalent actions (see  anddo not hear) performed by  you. ] We bathed the dog,  but  we couldn’t get him clean. But  links two independent clauses. ] Coordinating correlative conjunctions Some correlative conjunctions (see below for full definition) can function as joint coordinating conjunctions. For example,  neither  and  nor  in this sentence introduce grammatically equal elements, so they work together as coordinating conjunctions: Neither Joe nor John has any idea what he’s talking about. Coordinating conjunctions and commas For coordinating conjunctions,  comma  use depen ds on the nature of the linked elements. If a coordinating conjunction joins two  independent clauses, it usually should be preceded by a comma (e. g. We bathed the dog, but we couldn’t get him clean). If a coordinating conjunction links two listed elements, it doesn’t need a comma (e. g. ,  We have a porcupine  and  a kangaroo). ————————————————- Subordinating conjunctions A  subordinating conjunction  is a  conjunction  that links a  dependent clause  (also known as a subordinate clause) to an  independent clause—for example: The city recommends everyone stay inside because the winds could be dangerous. In this  sentence,  because  links a dependent clause (because the winds could be dangerous) to the main clause (The city recommends everyone stay inside).We know this  is subordinating because  because the winds could be dangerous  could not normally stand alone as a sentence. Here are some of the most common subordinating conjunctions: after albeit although as because before except if once since| that though unless until when whenever where whether while| Some phrases also function as subordinating conjunctions. Here are some of the most common ones: as if as far as as long as as well as even if even though| that inasmuch as in order to in order that so that such that| ————————————————- Other types Adversative conjunctionsAdversative conjunctions  (sometimes known as contrasting conjunctions) are  coordinating conjunctions  used to express comparisons or contrasts. The element introduced by the adversative conjunction usually qualifies or expresses a caveat with regard to the main  clause  of the  sentence. The most common adversative clauses are  but  and  yet, but   still,  however,  albeit,  although, and others are also sometimes adversative. Let’s look at a few examples of adversative conjunctions: He’s a shy  but  loving little boy. [Naples News] Here, the  phrase  but loving  creates a contrast to what is expected from the  adjective  shy.It is a living part of my spiritual life,  yet  I don’t know if one would call me a religious artist. [Houston Chronicle] In this sentence, the  independent clause  introduced by  yet  adds information to qualify what was expressed in the main clause. This technology,  although  not a foolproof way to monitor abusers, might give victims advance warning that danger is approaching. [Hartford Courant] And in this sentence, the  conjunction  although  introduces information in contrast to the main clause. Correlative conjunctions Correlative conjunctions  are two or more  conjunctions  used to link structurally identical parts of a  se ntence.Here are the most common pairs of correlative conjunctions: either–or| both–and| neither–nor| not only–but also| if–then| whether–or| Elements linked by correlative conjunctions must have parallel grammatical construction. For example, this is technically incorrect (the conjunctions are underlined): You’re  either  going to love his work  or  hate it. [Thousand Oaks Acorn] For such a construction to be correct, what follows  either  and what follows  or  must be syntactically equivalent. A diagram of this example sentence would look like, [Subject]  either  [auxiliary verb phrase] [verb] [object]  or  [verb] [object]. †?The segment following  either  has an element (the auxiliary verb phrase  going to) that the segment following  or  doesn’t have, so the two segments are not parallel. There are two possibilities for correcting this sentence: You’re going to  either  love his work  or  hate it. Either  you’re going to love his work,  or  you’re going to hate it. With sentences this short, correlative conjunctions are usually easy to use correctly. But using more complicated constructions involving correlatives such as  not only–but also  and  if  Ã¢â‚¬â€œthencan be tricker. Here’s another technically flawed use of correlative conjunctions: TTL Inc. s a socially responsible company that is  not only  known for innovations in engineering  but also  for its widespread support of education. [UA News] Here, the verb  known  should precede  not only, as the phrase following  but also  has no parallel verb. From the same article, here’s an example of correct correlative conjunction use: TTL’s passion for advanced education is seen  not only  in the hours dedicated to volunteering and guest lecturing,  but also  through endowed scholarships for prospective engineers at The University of Alabama. Commas and correlative conjunctions . Use no  comma  when the parallel segments are in the same  clause—for example: It was either really stupid or really brave. Our diversity is not only a challenge but also a gift. b. Use a comma when the two parallel phrases are in separate clauses—for example: If there’s a truly monumental disaster, then appoint the two last presidents to lend a hand. [WSJ] c. But even when two correlative conjunctions are in the same clause, it’s often acceptable to insert a comma before the second conjunction either to create a natural-sounding pause, or to prevent confusion.Copulative conjunctions Copulative conjunctions  (also known as additive conjunctions) are  coordinating conjunctions  used to denote addition. The  conjunction  indicates that the second word,  phrase,  clause, or  sentence  contains an additional fact that is related to the earlier word, phrase, clause, or senten ce. Some of the most common copulative conjunctions are  and,  also,  as well as,  moreover,  no less,  and  plus. Some copulative conjunctions may be used to start sentences—for example: My kangaroo can sing. And  she’s not too bad. Moreover, she won a Grammy last year.Plus, she’s a pretty good dancer. In the last two sentences,  moreover  and  plus  come close to becoming  adverbs  modifying the main  verbs  of their sentences (won  and the contracted  is). Such adverbial copulative conjunctions should be set off by  commas. And  does not need to be set apart. And  is the only copulative conjunction that can be used to introduce a second  independent clause  within a sentence—for example: We ate lunch, and we took a nap. Using any other copulative conjunction in place of  and  would turn this into a  run-on sentence. Disjunctive conjunctionsDisjunctive conjunctions  are  conjunctions  used to sep arate two or more mutually exclusive options presented in a  sentence. When a disjunctive conjunction is used, it usually indicates either that only one of the elements joined by the conjunctions is true, or that none of the elements are true. The conjunctions most commonly used disjunctively are  but,  either,  else,  neither, nor,  or, other, and  otherwise. Some disjunctive conjunctions are  coordinating conjunctions—for example, the  either  and the  or  in this  sentence: Poetry is usually either cheap or free.Here,  either  and  or  indicate that poetry is usually one or the other (cheap or free) but not both. Disjunctive pronouns separate these options. Other disjunctive conjunctions don’t need to be coordinated. For example, the  or  in this sentence functions on its own: I might use papier-ma? che, or I might use some kind of wood. The  or  separates two options, only one of which can be true. And in this sentence, the   neither  and the  nor  are used to indicate that neither option is true: Neither he nor his lawyer could be reached for comment. Final conjunctionsFinal conjunctions  (also known as illative conjunctions) are  coordinating conjunctions  used to introduce  clauses  or  phrases  that draw inferences or conclusions from earlier ones. Some of the most common final conjunctions (some of which are phrases) are  as a consequence,  consequently,  for,  hence,  so,  so that,  so then,  thus, and  therefore. Some final conjunctions introduce phrases within  sentences. For example, this sentence has two: In turn, this causes other asset prices to fall in those nations,  thus  worsening their banking systems, and  hence  leading to credit contraction and capital flight. NY Times] The phrase introduced by  hence  draws an inference from the phrase introduced by  thus, which in turn draws an inference from the main clause. Some final conju nctions introduce clauses within sentences—for example: Equalize the tax laws  so that  employer-provided health insurance and individually owned health insurance have the same tax benefits. [Wall Street Journal] Here, the clause introduced by  so that  infers what will occur should the action proposed in the  imperative-mood  main clause come to pass.A final conjunction may also be used to start a sentence that draws a conclusion from the preceding sentence—for example: Good writing is always about clarity and insight, precision and accuracy. Therefore, this confusing name calls into question the very quality of the writing instruction that will be given in the new department. [Inside Higher Ed] The second sentence, introduced by the final conjunction  therefore, draws a conclusion from the first sentence. And here’s one more example: Our current system provides individuals with little market power in the urchase of health insurance. As a result,à ‚  they typically pay exorbitant premiums. [The New Republic] Here, the sentence beginning with  as a result  shows what the conditions described in the first sentence lead to. OUTLINE 1. Introduction (neu d? nh nghia, vai tro c? a conjunction trong cau, trong l? i noi hang ngay. Cho vi d? ) 2. Types of conjunction 3. 1. Coordinating conjunction a. Definition b. List of coordinating conjunction c. Exercise 3. 2. Subordinating conjunction a. Definition b. List of subordinating conjunction . Exercise 3. 3. Correlative conjunction a. Definition b. List of correlative conjunction c. Exercise Note: * ph? n Definiton neu d? nh nghia, function c? a cac lo? i conjunction nay trong cau * Ph? n List of†¦ neu cac lo? i conjunction, cho vi d? , phan tich vi d? , trinh bay v? luu y khi s? d? ng d? u ph? y trong cau khi dung lo? i conjunction nay) * Ph? n exercise neu it nh? t la 10 cau, phan tich vi sao lai dung conjunction do, phan tich function c? a conjunction trong cau) 3. Conclusio n (