Themes Lie At The Heart Of Sir Thomas Wyatt - 1278 Words

The themes of betrayal and infidelity are often synonymously linked, as both themes can be defined as someone who is being dishonest and disloyal. Both themes lie at the heart of Sir Thomas Wyatt’s love poems. In his poem, the reader sees what is absent in the Renaissance idea of courtly love and thus this essay will attempt to explore the ways the theme of betrayal and infidelity are portrayed in contrast to courtly love and how women usually cause these actions. Betrayal is a common theme often depicted in Wyatt’s poems. In many of his poems, the speaker, who is assumed to be male, is normally the person who is at the receiving end of the betrayal by his lover and the poem is therefore similar to an exposà © in showing off the betrayal. As Nancy S. Leonard states: ‘Wyatt’s focus on the experience of the speaker allows him both to create the power of feeling in a way appropriate to lyric, and to comment on that power in response to his material, the conventional attitudes of courtly love.’ Here, through the eyes’ of the speaker, the reader can see the lack of love in his ideas of courtly love. In many of Wyatt’s poems, instead of loyalty and faithfulness, the speaker expresses the unconventional, almost antonyms of the idea of love, such as betrayal and infidelity. In Wyatt’s poem, They Flee From Me , the speaker begins with the fact that ‘they’ (line 1) kept fleeing from him. Further on in the poem, the reader learns how ‘they’ is referring to women but how there wasShow MoreRelatedElizabethan Era11072 Words   |  45 Pagesimmediate success, by the publication of a little book entitled Euphues and His Anatomie of Wit. Euphues means the well-bred man, and though there is a slight action, the work is mainly a series of moralizing disquisitions (mostly rearranged from Sir Thomas Norths translation of The Dial of Princes of the Spaniard Guevara) on love, religion, and conduct. Most influential, however, for the time-being, was Lylys style, which is the most conspicuous English example of the later Renaissance craze,Read More My Friend Hamilton -Who I shot Essay6642 Words   |  27 Pages206-207. 11 Ibid., 266. manic-depressive suicidal state, but also because of a pseudo-homosexual attraction for Burr that would not be accepted by society. Needless to say the â€Å"projective identification† model has been characterized by Thomas H. Ogden as â€Å"one of the most loosely defined and incompletely understood of psychoanalytic conceptualizations.†12 Obviously, Rogow wished to impress readers with loaded arguments and impressive dialogue, when he in fact neglected to use reputableRead MoreManagement Course: Mba−10 General Management215330 Words   |  862 PagesThought  © The McGraw−Hill Companies, 2005 The Evolution of Management Thought 57 to suit modern conditions. For example, Weber’s and Fayol’s concerns for equity and for establishing appropriate links between performance and reward are central themes in contemporary theories of motivation and leadership. Behavioral Management Theory behavioral management The study of how managers should behave to motivate employees and encourage them to perform at high levels and be committed to the achievement

Langston Hughes And The Harlem Renaissance - 1476 Words

Langston Hughes, a Voice for the Taciturn Take a time machine back to one of the most culturally-rich times in history, the Modern Age. More specifically, set your destination to northern Manhattan in the early 20s. When you step onto those bustling streets, you’ll find yourself swept up in the Harlem Renaissance. The contemporary writers you are surrounded by are legends such as Langston Hughes and W. E. B. DuBois, and the contemporary musicians you may hear at a local nightclub include some of the greatest in jazz history, including Thelonious Monk, Nat King Cole, Charlie Parker, Duke Ellington. When you’re tired of dancing all night, take your time machine back to 2017, and what you’ll find is that writers and musicians are still†¦show more content†¦Rights were restricted African-Americans at this time, so this idea was relevant to the time period. The first image is seen after Hughes opens with, â€Å"What happens to a dream deferred?† (â€Å"Harlem† line 1) when he writes, â €Å"Does it dry up/Like a raisin in the sun?† (â€Å"Harlem† line 2-3). Hughes could be trying to get across the idea that if a dream sits too long without action, it may lose its vitality. Say an African-American at the time had a dream of opening up his own shop, but he had to buy the property from a discriminating white owner. If this person didn’t stand up for himself, what would happen to his dream? Would it just â€Å"dry up like a rain in the sun†? What Hughes is trying to say, is that if African-Americans don’t stand up for themselves, their dreams may turn into something withered away, dry, and lifeless. Whereas, for a white person, their dreams are fresh, juicy grapes that they can pick off at any time. This line Hughes uses helps bring an image of the lifelessness of dreams some African-Americans to readers’ minds in a negative tone, on purpose. The second image Hughes uses is, â€Å"Maybe it just sags/Like a heavy load† (à ¢â‚¬Å"Harlem† line 9-10). In this image of a sagging heavy load, Hughes tries to reflect an image of a dream holding somebody down. This is the opposite of the cliche term of â€Å"reaching for the stars† if you have a dream. Hughes is trying to say that for some African-Americans at the time, dreams could keep someShow MoreRelatedThe Harlem Renaissance By Langston Hughes1033 Words   |  5 Pagescalled the Harlem Renaissance. After World War I, many blacks migrated from the south to up to the north to places like Chicago, Detroit and New York. The people in Harlem felt the racial pride and this caught the attention of many musicians, writers, and artist. The Harlem Renaissance period lasted from 1920 to around 1935. Even though this period was short, it still lives on though all African American artists today. According to Biography.com in the article about Langston Hughes, there wereRead MoreThe Harlem Renaissance with Langston Hughes1676 Words   |  7 PagesHarlem Renaissance with Langston Hughes The Harlem Renaissance brought about uniqueness amongst African Americans; everything was new. The visual art, the jazz music, fashion and literature took a cultural spin. During this time writer Langston Hughes seemed to outshine the rest with amazing works. The Harlem Renaissance brought about many great changes. It was a time for expressing the African American culture. It is variously known as the Harlem Renaissance, the Black Literary RenaissanceRead MoreLangston Hughes And The Harlem Renaissance1219 Words   |  5 PagesLangston Hughes and the Harlem Renaissance The Harlem renaissance is an artistic revolutionary period that took place between 1917 and 1937. This was after the First World War. Harlem was a district in New York. The Harlem renaissance impacted the social, cultural as well as artistic aspects of the black community. Many black people were encouraged to flee the southern sides where the caste system continued to oppress the black people. At this period, racial inequalities as well as other social injusticesRead MoreThe Harlem Renaissance By Langston Hughes Essay1225 Words   |  5 Pages† - Langston Hughes The Harlem Renaissance took place in Harlem, New York during the 1920’s. The movement was an expression of African American culture across the Midwestern and Northeastern states of America, with Harlem being the heart of it. The Harlem Renaissance also left a lasting impression on black writers from the Caribbean and other African Colonies who immigrated to Paris. There were many artists of many different mediums that left a lasting impact of black culture, and Langston HughesRead MoreLangston Hughes And The Harlem Renaissance1909 Words   |  8 PagesThe Harlem Renaissance was a social and cultural movement aimed to alter the conventional notion of â€Å"The Negro† and to expound on African American’s adversities through literature, music, and visual arts. After World War I, Harlem, New York became a central location for African Americans for greener pastures and racial equality. Large quantities of black writers, artists, and intellectuals emerged within the urban scene and played a pivotal role of defining the movement in their respective fieldsRead MoreLangston Hughes And The Harlem Renaissance1736 Words   |  7 PagesAug 2017 The Dream Called Langston As an artist, or literature, music or visual art, there is power in creating pieces that move the masses. For an African American artist in the 1920’s, that power was fought for harder and dimmed due the racial inequalities across America. Being acknowledged as a credible artist was equated to being acknowledged as an American during a time where African American citizens were not considered an equal under the law. The Harlem Renaissance, spanning from the mid 1920’sRead MoreThe Harlem Renaissance By Langston Hughes1703 Words   |  7 Pagesis a quote from a well-known poet by the name of Langston Hughes who served as a prominent figure in African American history and is known for maintaining a significant role in one of the most culturally influential periods for African Americans -The Harlem Renaissance. The Harlem Renaissance describes a significant era in time where hundreds or artists, writers and musicians living in Harlem came together to form a vibrant, creati ve community. Hughes along with many other talented and innovative AfricanRead MoreThe Harlem Renaissance : Langston Hughes1145 Words   |  5 Pagesplace called Harlem and this is where it all started. Harlem became the training ground for blues and jazz and gave birth to a young generation of Negro Artist, who referred to themselves as the New Negro. The New Negro was the base for an epoch called the Harlem Renaissance. The Harlem Renaissance allowed for the materialization of the double consciousness of the Negro race as demonstrated by artists such as Langston Hughes. During the peak of the Harlem Renaissance, Langston Hughes created poetryRead MoreLangston Hughes : The Harlem Renaissance1151 Words   |  5 Pagesmass movement of people is called the Great Migration. One of the most popular places African Americans moved to was Harlem, New York. This city was a cultural and artistic polestar for people of color. It became known for the start of the African American cultural and artistic revolution known as the â€Å"Harlem Renaissance†. Out of the Renaissance came poet Langston Hughes. Hughes’ grandparents were abolitionists and worked to instill the same sense of justice into him, which can be seen in his writingsRead MoreAspects Of Langston Hughes And The Harlem Renaissance755 Words   |  4 Pagesdiscrimination, the Harlem Renaissance was a time of emergence for African Americans artists. Several writers such as Langston Hughes emerged during this period. African American writers who emerged during the Harlem Renaissance were heroes to lower-class blacks living in Harlem. Langston Hughes was a household name amongst the lower-class during the Harlem Renaissance. Hughes’s poetry was strongly influenced by the Harlem Renaissance because of his love for the black masses. Hughes was determined to

Benjamin Franklin The Perfect American Man Essay - 551 Words

Benjamin Franklin was a brilliant man who played an important part in the early life of America. He was respected by many, and he made great contributions to American society. While he was not perfect, he does exemplify the qualities of what it means to be American. Through his contributions in inventions, writing, and his practices in managing his time well, he was the perfect American man. With his tremendous intellectual gifts Franklin introduced devices to society that benefited America as a whole greatly. He once stated that, â€Å"An investment in knowledge pays the best interest.† These words of his are most applicable to his various great ideas. The interst that he earned was not pecuniary, but it was satifaction that he received†¦show more content†¦The franklin stove was also good for everyone at the time of its invention, because it enabled people to use less fuel while increasing heating efficiency in their homes and businesses. Even today Americans and other people around the world benefit from bifocals that he devised out of sheer disgust at having to switch glasses constantly. These optical devices still retain their usefulness today. His great ideas have made the lives of many in Americans more productive as well as other people around the world. Franklins writing was not traditional in its nature because it had a style of its own. â€Å"Poor Richards Almanac† was a perfect example of a non traditional piece of literature that was still respected in its own light. It provided a reference for the common man. This was especially helpful in this time period because most literature was for the elite class. He wrote other things as well that appealed to people of all walks of life. Franklin made effective use of his time. This strength of his enabled him to be quite productive. Most people today could greatly benefit from his work ethic, and methodical way of carrying out tasks. Each day he made a list of things that he ha d to complete. He also planed out the time periods that he would do certain things in. On any given day he would methodically plan things out. His plans were so detailed that he even included trivial thingsShow MoreRelatedThe Life Of A Beautiful Mantelpiece Sat An Unusual Bust Of One Jane Austen1357 Words   |  6 Pagesshed light on some the virtues that are taken up by Benjamin Franklin in his life to achieve earthly and heavenly success. Malsbary adds onto this study of virtues by taking a close look at one virtue in particular. â€Å"Virtue† has come through history, changing in some ways and staying the same in other ways. Many people have seen virtues as the way to complete the life of man. Homer saw virtue as that which fulfilled the social role the each man was born to take. Virtue was to do what one ought toRead MoreStealing God s Thunder Benjamin Franklin s Lighting Rod And The Invention Of America979 Words   |  4 PagesProfessor John Greg Thompson American History 1 11/30/16 The book Stealing God’s Thunder Benjamin Franklin’s Lighting Rod and the invention of America. By, Philip Dray renowned author, writer, and historian. Philip is known for his comprehensiveness of World history pertaining to racial, scientific, labor and social matters. Dray navigates the reader in an up-close and personal look into the life of Benjamin Franklin, as a youth well into his senior years until death. He outlined facts; BenRead MoreEssay Benjamin Franklins Autobiography 1120 Words   |  5 PagesIt was the year 1706 in Boston, MA when Benjamin Franklin entered the world. Birthed after fourteen other siblings, Franklins family structure is only one deciding factor in the way that this legendary tale pans out. A hero of American Revolution, this novel depicts 18th century realism accurately while logging Franklins personal conception on human nature and social community. Many look at Benjamin Franklins Autobiography as your typical rags to riches tale yet, th e truth and falsehood throughoutRead MoreBenjamin Franklin Essay894 Words   |  4 PagesINTRODUCTION Benjamin Franklin was born in Milk Street, Boston on January 6, 1706. Throughout his existence Franklin exemplified a life of self-improvement. His eagerness to improve himself trickled over into his eagerness to help others improve themselves. Franklin was the youngest son of his father’s 17 children. Coming from such an enormous family, his education ended at the age of ten years old. At the age of twelve Franklin began to work alongside of his brother James. When the two of themRead MoreEssay on The Life of Benjamin Franklin1743 Words   |  7 PagesThe Life of Benjamin Franklin Of two things you can be certain; death and taxes, quoted Benjamin Franklin. Having a humorous outlook on life, Franklin tried to make others lives better. Benjamin was a man who served others and tried to make the world its best until his death. Benjamin Franklin had many accomplishments. He had a busy and eventful life, he played a major role in defending his country, and he was known for his quotes. Franklin was always working to make something better. Read MoreThe Autobiography Of Benjamin Franklin1367 Words   |  6 PagesMatthew Matheny HIST 2020 A.P. Tammy Prater 23 November 2014 Benjamin Franklin The Autobiography of Benjamin Franklin is a detailed account of the illustrious experiences of Benjamin Franklin. Though the cultural differences in writing has changed since the 18th century one can learn a lot about one of America’s greatest forefathers through this book. It accounts for Franklin’s life when he was born January 17th, 1706 till the year 1757. Unfortunately, he died in 1790 and was never able to finishRead MorePuritan and Neoclassical Literature981 Words   |  4 PagesNeoclassical Literature Since well before the United States became its own independent nation, the people of this land have worked to develop a purely unique identity. Part of the structure of this identity has been developed through the literature of American authors. When the Puritans came to the New World, they led a life that was focused on their religious beliefs. Through the course of time, the people of the British colonies developed an identity apart from both the homeland of England and theirRead MoreBenjamin Franklin s Accomplishments And Accomplishments Essay1608 Words   |  7 Pages As a founding father of the United States, Benjamin Franklin had a profound and noteworthy influence on the early growth of his nation. Franklin was a prestigious author and inventor that grasped the motive to grow the economy to new heights. His autobiography is an accurate representation of his achievements and the intrinsic motivations that made him the man we think of today. Although it is biased because he writes it only through his eyes, the reader can see the differences he made to theRead MoreEssay about The Virtrues of Benjamin Franklin and Frederick Douglass543 Words   |  3 PagesAutobiography of Benjamin Franklin seem to prove to everyone how articulate, intelligent and sophisticated this man was. He wrote about the trials he underwent to become the writer he is known as today. He even was so intelligent he sought out to publish in his autobiography what virtues would have you â€Å"arriving at the door of moral perfection† (90). He wanted to show everyone that becoming perfect wasnt as arduous as everyone had thought. Benjamin Franklin was true Renaissance Man born at a differentRead More Ben Franklin Essay1642 Words   |  7 PagesBen Franklin Benjamin Franklin was one of the most influential people in American history. Franklin was born on January 17, 1706, in a small town in Boston. Benjamin was one of ten children. His father, Josiah was a candle and soap maker, and his mother Abiah Folger was a homemaker. When Benjamin was only twelve years old he signed his identures so that he could apprentice under his brother, working at a printing press. Here he worked for his brother James for over nine years. Benjamin

Systemic Functional Linguistics and Applicable †MyAssignmenthelp.com

Question: Discuss about the Systemic Functional Linguistics and Applicable. Answer: Introduction This essay focuses on how students learning English as an additional language can be taught to ensure that they comprehend different concepts as well as those to whom English is a native language. These students require effective and thoughtful pedagogy in the process of communicating ideas and thoughts with them. It is vital for the teachers to take into consideration the students points of view as they introduce them to new information. The main focus of the essay is on systemic functional grammar and on the different grammatical concepts that students need to be conversant with. The essay focuses on words, grammar and other key language aspects for student of different levels. The classroom can be a harsh environment to comprehend the English language correctly. Teachers and students who have a familiarity with one another could make assumptions and speak quickly during communication. In some instances, some things may be left unsaid, and specific rules could be enforced by the use of a look. Gestures could also be used to dissolve any misunderstandings that may exist process (Taverniers, 2010). Idioms that are commonly used may be bandied about without much consideration for their unintelligibility to people who are newcomers to the English speaking regions. Systemic functional linguistics is the study of the relationship that exists between language and the functions that it serves in social settings. The linguistic system is made up of three strata in systemic functional linguistics. These are; lexicogrammar or wording, phonology or sound, and semantics (Almurashi, 2016). Grammar is treated as a resource that aids in the process of making meanings. Therefore, the systemic functional linguistics insist on the relationship between meaning and form. Students need to learn different concepts in the English language to become better at communicating using the language. It is therefore important for teachers to teach students the different techniques such as metaphors, idioms, similes, rhetorical questions, and alliteration among others. Students also ned to learn god text organization techniques (DECD, 2014). In the Australian curriculum, developing the literacy repertoires and the language resources available to students is an essential teaching component in line with the literacy capability. Teachers therefore need to work within a framework to ensure that they are able to adequately support their students (DECD, 2016). Teaching should be systematic to gradually introduce students to new concepts to enable the students to gain control of their new learning and become more independent. Incidentally, level four students communicate using simple words and sentences. At level five, they begin using different phrases and simple sentence openers and at level six, they use connectives to join different sentences. Consequently, at level seven, they make use of more complex words and vary their sentence openers more. Four significant theoretical claims have been made by different scholars about the English language. First, language use is said to be functional; it is also said that the importance of language use is to make meanings (semantic), the meanings brought about by language are also supposed to be contextual. This means that they are influenced by the cultural and social contexts in which they are used. Finally, the process in which language is used is said to be semiotic, meaning that it is a process in which meaning is made through choice (Matthiessen, 2012). Halliday (2010), also said that the development of language has occurred in a bid to respond to three needs of the social-functional nature. First, it has occurred to aid in construing experience about things that are happening inside and around us. Secondly, it was developed to aid in the process of interacting with the social world through negotiating attitudes and social roles. Finally, language development came about to assist in the creation of messages that can package peoples meanings based on what the starting point of the message is. This is referred to as the theme of the message. In the process of teaching students who are learning English as an additional language different resources can be used. Incidentally, students in year level three can use games, stories, photos, and blogs among others (Martin, 2014). These resources enable the students to be more attentive and participate in the learning process which increases the levels at which they understand information. Use of the Documents in Teaching Activities The document Three Levels of Texton Tornadoes has very many paragraphs that could be used for different learning activities. One activity is the use of a cloze text. Incidentally, on page five of the article, the chapter that talks about the duration of tornadoes can be turned into a cloze test. This can be used to test the students understanding of different features of the language. These include; tenses, conjunctions, adjectives, punctuation, prepositions, and articles. Therefore, different words can be removed from the paragraph and students can be required to fill them in with the right form of the words(Derewianka, 2012). This will help students master the English language and become better over time with practice. Another activity that can be carried out to enrich the students comprehension of the English language is the use of error correction exercises. This is the situation whereby the teacher rewrites a paragraph while altering some of the words to make the text grammatically incorrect and then asking the students to identify and correct the mistakes contained in the texts. This activity will assist students to make a note of the mistakes they have been making and in turn correct their written and spoken grammar (Acara, 2013). Students can also be called out and asked to translate a paragraph in their native language in a bid to evaluate whether they have properly understood the text. Alternatively, the students can be asked to provide some words in their native language that have been used in the text and then translate them. This will aid the students in fully understanding what the different words mean. Students can also be instructed to carry out activities such as identifying patterns that exist in a text, comparing different texts, they shuld be asked higher order questions, and they can also be asked to conduct authentic dialogues about certain topics in English (EACD, 2016). Finally, students can be asked to identify new vocabulary that is contained in the text and then look up the meanings and construct a sentence using the words. This will ensure that the words will not be forgotten. The analysis of these two texts can be performed on the basis of field, tenor, and mode. The field of a text informs about the domain of experience that the text is about. The field is, therefore, an experiential metafunction element of a text. In the process of examination of a text for its field, two main elements need to be considered. First, it is important to examine the lexical items contained in the text. These are single words or a chain of words that are the basic components of a texts vocabulary. Lexical words in a text can also be represented by the nouns present in the text (Lukin et al., 2011). In this analysis, we can look at the semantic domains from which the words refer to. This aids in better comprehension of texts because some words are used in one discipline more than they are used in another discipline. In the text The Levels of Texton Tornadoes,' different words have been used that show what the text is about. These include; tornadoes, thunderstorms, centrifugal force, centripetal, fictitious force, partial vacuum, central core, storm, photogrammetry, doppler radar, tangential speeds, and airflow. These words show that the text is talking about tornadoes due to the constant repetition of the word. Other words indicate that the text is explaining how the tornadoes occur and how they are measured by different factors. Conversely, the text Three Genres on Flight has words that can tell what the text is about by just looking at the text without reading it. The words include; planes, spacecraft, Airbus, air travel, flight, airport, control tower, pilot, runway, and soaring. These words used together in a text show that the message being delivered in that text has to do with an explanation of flying in a plane. Secondly, certain lexical words can be used based on whether the audience is specialized or generalized (Acara, 2013). This aids in explaining better about the audience for which the text is intended. In the text Three Levels of Texton Tornadoes, three texts are created for three different audiences. The first text that is designed for primary school students has straightforward words, and it is concise. It is also explanative whereby it is aimed at explaining to the students what a tornado is, how it looks like, the speed at which it moves, and the adverse effects that are brought about by tornadoes. The second text is written for secondary level students. The text commences with an explanation about tornadoes, but it does not define what they are because this is an advanced level of education and it is expected that students are aware of what tornadoes are. The text explains about the forces that lead to the formation of tornadoes. The text also speaks about the effects of tornadoes by providing the death rates over the past century. This text is, therefore, more in-depth than the one intended for primary school students, and it makes use of more complex words. It is also much longer since students in the secondary level of education can be able to accommodate more information and they have a longer concentration span. The third text is intended for students in the tertiary level of education. This text contains a more in-depth analysis of tornadoes. It makes use of technical words that require people to be specialized in this field to be able to grasp the full meaning of the text. It is also much longer than both the text intended for primary and secondary levels of education. This therefore shows that texts must be adjusted to the target audience to ensure proper understanding of the information (DECD, 2014). Another factor that is considered in field analysis of text is the type of circumstances and the process(Halliday and Matthiessen, 2010). This is shown by the words that are continually being used in the text. In the text Three Genres of Flight, the words that are constantly used are related to planes and flying. The mode in texts refers to the method in which the text appears to have been produced in. It is an element of the textual metafunction in a given text. Two axes can be used to model the mode of a text as a point which is in a continuum. These include; the action axis and the spoken axis. The action axis shows how close a text is in time to the events that it describes(Mathiessen, 2014). This time is not evident in the text Three Genres on Flight.' The text Three Levels of Texton Tornadoes does not also depict this element as well because it does not describe one specific event but it speaks on how all tornadoes come to be and their effects. Conversely, the spoken axis is used for texts that are interactive, and these may be prototypical spoken conversations and others may be prototypical written texts that do not display any signs of interactivity(Teruya, Mathiessen and Lam, 2010). The text Three Levels of Texton Tornadoes is a scientific text and is not interactive and hence it falls into this category. Interactivity in texts is shown by the presence of addresses, questions and answers, and different words that attract attention. Incidentally, in the text Three Genres of Flight, there is the use of the interjection Help! which draws attention. It is also important to analyze the spontaneity of texts when analyzing the mode of the text. The document, Three Genres of Flight; text 1 has an element of spontaneity because it speaks of the events as they are happening in real time (Acara, 2013). This is shown because the text is written in present tense and even contains direct quotes of what the writer is saying as the events are happening. Finally, tenor in texts aids in informing the readers the kind of person who the author is or how they are presenting themselves to be. It also shows the kind of people expected to be the audience. Finally, it explains the relationship that exists between the author and the readers. It is an element of the interpersonal metafunction contained in the text. Both texts used in this analysis are non-interactive (Hermans, 2017). Tenor can be analyzed into stance, personalization, and standing. Stance explains the level to which the reader is allowed to disagree with the content by the author. Standing shows how much the author is seen to possess authority and expertise on the subject in the text. The text Three Levels of Texton Tornadoes shows that the author has a great mastery of the topic and it has a lot of use of technical vocabulary (DECD, 2014). Finally, personalization shows the level of attention that is drawn to the author or the reader. The text Three Genres of Flight; text one , the author draws attention to herself by speaking about the events happening to her as they occur. In the text Three Genres of Flight,' the first text contains different words that may be challenging to learners to whom English is an additional language or dialect. First, there is the use of a simile where the author compares the speed of the plane with that of a cheetah. This could be confusing to a student who is not well versed in the English language. There is also the use of onomatopoeia. This is where the author speaks of the ground to be whizzing by. Onomatopoeia is also used where the author uses the word whoosh. Another word that is used is phew. This is a word that is used to show relief by the author. This text, therefore, displays a lot of use of onomatopoeia and can confuse the student (Derewianka and Jones, 2010). There is also the use of an idiom. This is shown where the author uses the phrase, in the blink of an eye to show how fast they arrived at their destination. Finally, there is the use of another simile where the author says that they landed as gently as a f eather. Idioms can be fun to teach and for the students to learn. They are important because they aid students to whom English is not a first language to become better listeners and to sound more like the native speakers. In a class session, the teacher can introduce a theme. This theme could be sports-related, weather-related, or any other theme that the teacher intends the students to learn the idioms. This is a good way of teaching because it will enable the students to comprehend the meanings of the different phrases and observe the familiarity that exists between the different words. In conjunction with the use of a theme, the teacher can also make use of pictures when teaching the different idioms (Acara, 2013). Here, the teacher should provide a picture in the explanation of the context of the idiom. This works best when the teacher uses pictures that humorously show the literal meaning of the idiom. In this activity, the teacher can show the picture to the students and ask them to guess the meaning of the idiom. The teacher should then provide examples of when the idiom would be used and the differences that exist between the actual meanings of the words and the meaning of the idiom. Finally, to make sure that the students fully comprehend the idioms, form small groups in the class and provide them with about ten idioms. Let the students guess what the idiom means then have them look up the actual meanings. The students should then explain the meanings of the idioms to the class, and they make use of the idioms in a short dialogue to make sure that they fully understand the meaning. Students especially in primary school levels lose interest or become distracted very first especially when they are studying new concepts. This activity requires the students to be very involved in the learning process. This therefore ensures that the students do not lose interest and even enjoy the process which in turn leads to high levels of understanding (Acara, 2013). It also involves the use of visual aids. This is also important because students may easily forget what they have been taught, but if they were able to see the different objects, they are likely to remember he teachings in the future. Further, this activity involves the creation of dialogue where the idiom is used. This in turn ensures that they gain an understanding of the concept and as a result, they will not forget it. Concusion Students learning English as an additional language or dialect encounter many challenges in the learning process and it is important for teachers to make the learning process easier and more effective for them. They may have difficulty understanding statements that use humor, vocabulary, onomatopoeia and other styles. To ensure that they understand these concepts it is important for them to partake in different class activities. Therefore, proper teaching resources should be put in place for these students to assist in their learning process and to ensure that they benefit maximally from it. References Acara (2013). English as an Additional Language or Dialect Teacher Resource Annotated Content Descriptions English Foundation to Year 10. Almurashi, A. (2016). An introduction to Halliday's systemic functional linguistics.Journal for the study of English linguistic. DECD (2014). Language and Literacy Levels Teaching Strategies.department of education and child development. DECD (2016). Language and Literacy Levels Teaching Strategies.department of education and child development. Derewianka, B. (2012). Knowledge about language in the Australian curriculum: English.Journal of linguistics. Derewianka, B. and Jones, P. (2010). From traditional grammar to functional grammar: bridging the divide.FACULTY OF SOCIAL SCIENCES. Halliday, m. And Matthiessen, c. (2010).an introduction to functional grammar. 3rd ed. new york: Routledge. hermans, t. (2017). Cross-Cultural transgressions; research models in translation studies two historical and ideological issues.Routledge. 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