Using a Semicolon in Spanish

The semicolon, or el punto y coma in Spanish,  is used and misused in Spanish much as it is in English. However, the rules for its application in Spanish can be more subjective than for the other punctuation symbols (signos de puntuacià ³n) and lead to a larger range of common mistakes. Still, there are two main utilities of the semicolon when writing in Spanish: joining independent clauses or detailing a list of items with multiple names in each section of the list — in both of these cases, the semicolon acts much as it does in standard English, separating thoughts into a neat, organized form. Be aware t;hat the punto y coma is invariable between singular and plural. In other words, the plural of el punto y coma is los punto y coma. You can also use los signos de punto y coma as a plural form. Using Semicolons Instead of Periods As its Spanish name suggests punto y coma means period  and  comma, which emphasizes its primary use as being to represent a break between independent clauses (a part of a sentence that could stand alone because it has a subject and verb) that is stronger than what a comma would stand for but weaker than what a period would stand for; the two clauses should be connected as part of a thought or relate to each other.   Note in these examples that separating the clauses with periods would not be wrong, but the use of a semicolon suggests a stronger relationship between the two clauses than making them into separate sentences would: Cuando estoy  en casa, me llamo Roberto; cuando trabajo, me llamo Sr. Smith. (When Im at home, Im Robert; when Im working, Im Mr. Smith.)Esta tarde vamos a la playa; los museos està ¡n cerrados. (This afternoon we are going to the beach; the museums are closed.)En 1917, se inaugurà ³ la Estacià ³n de la Sabana; à ©sta funcionà ³ como punto central del sistema fà ©rreo nacional. (In 1917, the Sabana Station was put in service; it functioned as the center of the national railway system.) If the clauses are especially short, a comma is preferred in Spanish, such is the case with the sentence Te quiero, eres perfecto or (I love you, youre perfect), where it is grammatically acceptable to separate these two short ideas into one cohesive sentence. Using Semicolons in Lists Another use for the semicolon is in lists when at least one of the items in the list has a comma, as in English. In this way, the semicolon functions as kind of a supercomma. In the first example, the semicolons act as separators in the list of countries with deceased populations to provide clarity to the sentence structure. Encabezan la lista de los paà ­ses americanos con mà ¡s decesos Brasil y Colombia con seis cada uno; Mà ©xico con tres; y Cuba, El Salvador y Estados Unidos con dos. (Leading the list of American countries with the most deceased are Brazil and Colombia with six apiece; Mexico with three; and Cuba, El Salvador and the United States with two.)Los nominados son El à ¡ngel, Argentina; La noche de 12 aà ±os, Uruguay; Los perros, Chile; y Roma, Mà ©xico. (The nominees are The Angel, Argentina; 12-Year Night, Uruguay; The Dogs, Chile; and Roma, Mexico.)Mis parientes este verano viajan a todos lugares: mi madre, a Santiago; mi padre, a Sevilla; mi hermano, a Nueva York; y mi hija, a Bogotà ¡. (My relatives are traveling everywhere this summer: my mother, to Santiago; my father, to Seville; my brother, to New York; and my daughter, to Bogota. Semicolons can also be used in vertical lists at the end of each item other than the final one, such is the case with the following. Although the English example uses periods, commas (but not semicolons) can also be used in English: Tenemos tres metas:— aprender mucho;— amarnos;— vivir con autentididad. (We have three goals:—To learn a lot.—To love each other.—To live authentically.) Key Takeaways Semicolons in Spanish are used much as they are in English, as a punctuation mark that combines uses of the period and the comma.One common use of semicolons is show a connection in meaning between two clauses that would otherwise be made into separate sentences.Another common use of semicolons is to provide clarity in lists.

Criticism Of Salinger s The Rye - 1382 Words

CRITICISM Salinger’s Catcher in the Rye has been into continuous dispute and controversy since its publication in 1951. Some critics think that Salinger s narrative of the human plight is engrossing and enlightening, yet incredibly depressing. The leading character, Holden Caulfield, serves as the basis for critical discussion due to his psychological conflict. Salinger s portrayal of Holden, which encloses incidents of dejection, nervous breakdown, impulsive spending, sexual exploration, and other wandering behavior, have all assist to the controversial nature of the novel. Yet the novel is praised by its piercing advocates, who argue that it is a critical look at the problems facing American youth during the 1950 s. The historical background of any novel is very important while studying it. The Catcher in the Rye has been written in a literary style similar to prose, which was enhanced by the teenage slang of the 1950 s. It is a widespread belief that much of Holden Caulfield s candid outlook on life reflected issues relevant to the youth, and thus the novel continues to be used as an educational resource in high schools throughout the nation. The Catcher in the Rye was J.D. Salinger’s first step onto the literary playing field. This commencing status left Salinger, as a serious author, unique as a sort of liberated agent, not confine to one or more schools of critics, resembling many of his contemporaries were. While the young protagonist has made Salinger aShow MoreRelated salinger Essay843 Words   |  4 Pages LIFE AND PHILOSOPHY OF J.D. SALINGER J.D. Salinger is one of the most renowned writers of his time. J. D. Salinger is most known for his controversial in the Catcher in the Rye. Salinger is also known for many of his writings such as Franney and Zooey, Nine Stories, and Raise High the Roof Beam, Carpenters. The summer of 1930 he was voted â€Å"The Most Popular Writer†. â€Å"Salinger is a beautifully deft, professional who gives us a chance to catch quick, half-amused, half-frightened glimpses ofRead MoreThe Catcher in the Rye Essay1442 Words   |  6 PagesThis paper proposes to delineate the characteristics of Holden Caulfield, the adolescent protagonist hero of J.D. Salinger’s The Catcher in the Rye and illuminate the reasons as to why this prototype of brooding adolescence, displaying a rather uber-cool style of disaffection, disenchantment and disillusionment became an indispensable figure of interest, in literary circles as well as popular culture. The paper seeks to take issue with the wider dime nsions attached to the ‘incapacitation and debilitation’Read MoreAnalysis of A Catcher In the Ryes Holden Caulfield: Enemy of Himself1686 Words   |  7 PagesJerome David Salinger’s only novel, The Catcher in the Rye, is based on the life events shaping main character, Holden Caulfield, into the troubled teen that is telling the story in 1950. The theme of the story is one of emotional disconnection felt by the alienated teenagers of this time period. The quote, â€Å" I didn’t know anyone there that was splendid and clear thinking and all† (Salinger 4) sets the tone that Holden cannot find a connection with anyone around him and that he is on a lonely endeavorRead MoreProtecting The Innocence By F. D. Salinger1434 Words   |  6 PagesRigoberto Nunez S. Dusang English 3 AP 26 April 2015 Protecting the Innocence; An Overview of The Catcher in the Rye During the nineteen fifties, as the population of the United States hurdled in a whirlpool of amiss, a writer sought to conserve innocence as teenagers move into adulthood. The change from their teenage years to adulthood made them question religion, friendships, and fate. J. D. Salinger saw this as a potential pitfall for teens; therefore, he adopts a unique writing style to whichRead More J. D. Salinger Essay2481 Words   |  10 PagesJ. D. Salinger J. D. Salinger The worth of a book is to be measured by what you can carry away from it. -James Bryce* In 1945, a novel was published that would forever change the way society views itself. The book, entitled The Catcher in the Rye, would propel a man named Jerome David Salinger to fame as one of the most famous authors of the twentieth century. This same man, not ten years after the publication and while still in the peak of his career, would depart from this society- theRead MoreAmerican Literature And Ways They Cultivate Their Own Methods Of Survival Within Their Societies1484 Words   |  6 Pageswith his own male identity, as well as establish his role in society and find purpose as an adult. J.D. Salinger’s novel The Catcher in the Rye follows anti-hero Holden Caulfield through a seemingly innocuous trip in New York City. Throughout his journey, Holden tries desperately to interact with others but often finds himself alienated; in this way, Salinger portrays him more as an outsider, always staring with his nose pressed up against the glass, as opposed to a rebel actively revolting againstRead More Mysterious ways of J.D. Salinger Essay1582 Words   |  7 Pages nbsp;nbsp;nbsp;nbsp;nbsp;J.D. Salinger could be considered one of the greatest, and most contrevertional authors of our time. We only know limited things about him and his work. He has been pushed off into the woods due to betrayal by his loved ones, and people close to him. Negative criticism of his work has also contributed to making him leave. Not to mention the biggest factor which made him want to be left alone, phoniness. These are the reasons that I believe why he wants to be left aloneRead MoreCatc her in the Rye4413 Words   |  18 PagesThe Catcher in the Rye â€Å"Is The Catcher in the Rye, as a work of literature still relevant for today’s youth?† Name: Sara Sigurdson Course: English A1 Supervisor: Mr. Peter Steadman Word count: 3851 Candidate number: 00136022 Table of Contents Content Page Number Abstract 3 Introduction 4 The Actual Catcher in the Rye 4 The Sexual Matter 5 The Caulfield Family 6 Narrator and Protagonist 8 Role Model 9 Mr. Antolini 10 Targeted Audience 10 Guidance 12 Read MoreSummary Of Salinger s The Catcher Rye And Franny And Zooey 1966 Words   |  8 PagesSpecifically, J.D. Salinger. He is a well-known author who has wrote many influential books such as The Catcher in the Rye and Franny and Zooey. Salinger’s childhood, education, significant people, major influences,and historical events have all had an impact on how he became the face of a literary movement as well as his contributions to the art of American Literature. Jerome David Salinger was born on January 1, 1919 in New York CIty. His mother, Mariam Salinger, and father, Sol Salinger, also had anotherRead MoreThe Modernist Movement And Its Influence On Art1688 Words   |  7 Pagesthe post-modern movement was that there was no absolute truth.  Postmodernists believed that truth is an illusion misused by people to gain power over other people.  The postmodern movement is identified with deconstruction and cultural criticism.  Cultural criticism questions the notions of high and low cultures and tends to treat all works of art as equally legitimate cultural expressions.  Deconstruction questions the notion of a single,  unified meaning in a literary work.  The deconstructionists

Simple Gift Esssay Free Essays

Identifying language techniques Composers use various language techniques or features to make their texts more interesting and engaging to the responder. Some language techniques used by Stephen Herrick in The Simple Gift are: †¢ simile: comparing one thing with another using the words ‘like’ or ‘as’ †¢ metaphor: a comparison where one thing is said to be another †¢ colloquial language: everyday speech characterised by informal language and shortened words (g’day, can’t) †¢ direct speech: quotation marks (â€Å") are used to indicate direct speech, that is, the exact words that are spoken †¢ slang: words which are fashionable within a small group for a short period of time †¢ literary allusion: makingreference to other well known books, films, etc †¢ first person: using the pronouns I, me, my, us, we †¢ comparatives and superlatives: adjectives for comparing, e. g. We will write a custom essay sample on Simple Gift Esssay or any similar topic only for you Order Now |Adjective |Comparative |Superlative | |long |longer |longest | |small |smaller |smallest | |bright |brighter |brightest | †¢ ellipsis: three dots to provide a pause, to show that something has been left out †¢ modality: gives information about the degree of certainty involved in an action, e. g. |Low modality |Medium modality |High modality | |possibly |probably |definitely | |could |should |must | |never |sometimes |always | †¢ juxtaposition: the close positioning of words or images to create an effect †¢ imagery: to create a set of strong mental images in the responder’s mind †¢ repetition: a word or phrase used many times to add emphasis †¢ rhetorical question: a question that is asked but which does not expect or need an answer. Activity: Language techniques Find examples of these language techniques in The Simple Gift. Give page numbers. Explain the effect of this technique on the responder. Language technique |Example from the text (quote) |Page |Effect of this technique | |Simile |Men in suits, like tired penguins |   28 |   I makes you think they all seem tired and | | | | |they all look the same as one another. Doing | | | | |the same sort of thing day in and day out. | |Metaphor |   I dreamt of myself as an old man in a pub |   54 |   It makes you think that he is a bit | | | | |depressed about getting old, from what he has| | | | |seen it is a bad thing. |Colloquial language |   I wished I Hadn’t |  80 |   It is simply regretting whatever they have | | | | |done | |Direct speech |   â€Å"$109, but let’s make it $100 cash. It’s a |   83 |Well Billy is looking to buy a ring, and the | | |good ring son. † | |man is being very generous towards him. | |Slang |   |   |   | |Literary allusion |   He kept talking about the book, his |  118 | It is talking about the book that he loves | | |favourite, The Grapes Of Wrath and the honour | |and the characteris tics of the book. | | of poverty | | | |First person |   I hate Cooking |   121 |Well the first one she is saying she does not| | |I love Eating | |like cooking, | | | | |The second shows that she loves to eat. | |Comparatives/ superlatives |   Quieter, |   129 |   It is more silent than quiet but louder | | | | |than quietest. |Ellipsis |   A house seems so†¦ so†¦ |   176 |   It looks like they are struggling to find | | | | |words to describe what they are trying to | | | | |say. | |Modality |   Nothing, something, |   96 |It is like building it up to something big. | |Juxtaposition |   In the quiet sunshine |94   |It creates the affect of a most peaceful day,| | | | |that everyone is happy. |Imagery |   A sip of beer, a slice of cheese, some |   94 |It creates pictures in your head of the food | | |roast, and slowly one biscuit after another | |they are eating and how nice it is. | |Repetition |   |   |   | |Rhetorical question |   What should I say? |135   |He is asking himself what he should say to | | | | |make it perfect but he knows it comes from | | | | |the heart anyway. | How to cite Simple Gift Esssay, Essay examples

Theorists free essay sample

Child development theories are an organized set of principles designed to explain and predict something. Below are some major child development theorists and their theories. Jean Piaget – (1896-1980) was originally a biologist before going on to study the development of children’s understanding. He studied children by observing them talking and listening to them whilst he set them tasks to carry out. He came up with the ‘Maturation Theory’ which means that a child simply grows up and as they grow they become able to understand more. He was said to have proposed that a child’s thinking doesn’t develop evenly, but it will ‘take off’ and move into new areas and abilities. He suggested that these changes normally occurred around the age of 18 months, 7 years and 11-12 years. Piaget’s key ideas – Schema- The child makes up a theory from experiences from their environment. Equilibrium – A child’s experiences seem to fit the schema. (Everything makes sense. ) Disequilibrium – A child experiences an event that makes them reconsider their schema. (Things don’t quite make sense. ) Accommodation – The child changes their original schema that now fits in with their new experiences. Piaget’s stages of cognitive development: Sensory – motor – 0-2 years Pre- operation – 2-7 years Concrete operational – 7-11 years Formal operational – 11-15 years Piaget’s influence today – Piaget’s work has led to early years settings and frameworks in the EYFS becoming more ’child Centred’ and providing more hands on work for children John Broadus Watson – (1878-1958) came up with the idea of behaviourism as a movement. He believed that differences in behaviour were due to children’s different experiences of learning. He took up the work of Ivan Pavlov who had previously worked with dogs. Pavlov noticed that dogs would salivate before their food arrived; they had associated other factors with their food being delivered (People’s footsteps and the noise of a bucket. ) Pavlov then went on to develop an experiment where bells were sounded when the dogs were fed. Eventually the dogs salivated simply when they heard the bell. This was called ‘classical conditioning’. Watson wondered if classical conditioning would work on humans. In an experiment that would be unethical today Watson did research with a 9 month old baby called Little Albert. He was tested on his reactions to many objects and he initially showed no fear to any of them. There was one thing that did cause the baby distress and this was when a hammer was struck on a steel bar behind his head. The loud noise made Little Albert cry. At the age of 11 months a white rat was shown to the boy and the hammer would strike the bar. This was repeated several times over the next seven weeks. Albert only had to see the rat and he would immediately cry (even if the hammer didn’t strike the bar. ) They had proved that Classical Conditioning could be used to create a phobia. Watson’s influence today – Watson’s Classical Conditioning is not used in childcare practice. But we use the principles in the way e. g. a child knowing its lunch time when a bell rings or in nursery’s song time before lunch. Burrus Skinner – (1904-1990) believed that the best way to understand behaviour was to look at the causes of an action and its consequences or reinforcements. He named this process as â€Å"Operant Conditioning†. Skinner experimented with rats rewarding them with food when they displayed behaviour he wanted, in this case pressing a lever. The rats learned to repeat the rewarded behaviour. They would systematically press the lever and wait at the position where the food was dispensed. He called this â€Å"Positive Reinforcement†. He also taught the rats to display behaviour he didn’t want – he gave them electric shocks when they entered a certain area of a maze he created. They learned to avoid the area. Skinner’s influence today – Most childcare Practitioners will use Operant Conditioning in settings every day. We reward children with praise, attention and sometimes tangible items like stickers, when they are well behaved, to encourage children to repeat the desirable behaviour. Abraham Maslow – (1908-1970) – stated that human motivation is based on humans seeking fulfilment and change through personal growth before they could fulfil their potential or â€Å"Self-Actualisation†. Maslow found fifteen characteristics of a self-actualized person, which he made into a pyramid and this was known as Maslow’s Hierarchy of Needs. Maslow’s influence today – When working with children and young people it is vital that their basic needs are meet – warmth, food, shelter – combined with having their psychological needs met – love and promotion of their self-esteem. Early years settings need to think about the environment that they create for children in their care. Albert Bandura – (1925) is a figure amongst Social Learning Theorists. These theories acknowledge the principles of conditioning but put forward the theory that people learn in other ways, by watching and copying others (Observational Learning. ) This form of learning is spontaneous and means the child does not, Bandura’s work interestedly links behaviourist and cognitive theories, because it draws together attention, memory and motivation. Bandura’s influence today – Children learn a lot of their behaviour from observing others. Having good positive role models in their lives is important as children will imitate that good behaviour. Child centred settings promote positive role modelling with all practitioners employed in the settings. Sigmund Freud – (1856-1939) was an Austrian Neurologist for the theories of the unconscious mind and creating Psychoanalysis, which is used to explain the unconscious thoughts. His development shaped how people received counselling and Therapeutic work, although his theories have now been replaced by other methods. Freud had suggested that there were three parts that made up a person’s personality- The Id – this is the instinctive part of the personality. It is ruled by the body’s needs, such as hunger or finding pleasure. However, this part of the personality doesn’t take into account how our wants and desires will impact on others. It was suggested that babies will cry until they get fed or receive comfort no matter how tired their carer is or whether there are other children that need feeding. This is known as gratification. The Ego – This is the planning part of the personality. It works out how to meet the Id’s needs in the best way. Babies might learn that when they smile they are likely to get their needs met. In certain situations the ego may make the Id wait for its needs to be met e. g. children might learn that if they take something that doesn’t belong to them that it may be taken away from them, but if they wait to be offered the item, they will eventually get it. This is known as â€Å"Deferred Gratification†. This part of the personality is known as the common sense part. The superego – develops later in childhood. It tries to control the Ego and is made up of two elements, the conscious and the Ego-Ideal – the conscience punishes the Ego if it misbehaves. This is where our guilt comes from. The Ego Ideal will reward the Ego if it behaves correctly. This is where our pride and confidence come from. Freud’s influence today – Freud’s work has been heavily criticised but, the links he made of our unconscious mind and actions are still seen as being useful, e. g. how a child might put their hands over their mouth when they are telling a lie, so to stop the words coming out. Referenced from: CYPW Level 3 books http://www. Child-Development-guide. com/child-development-theories. html.