Kamis, 13 Juni 2013

review advance novel



Main character            : Easy Rawlins               
Supporting character   : Mrs.Idabell Turner              
Author                          : Walter Moesley                                                                                               
Publisher                      : W.W.Norton & Company, Inc


A Little Yellow Dog
An Easy Rawlins mystery

This story was begun by attending Easy Rawlins that worked, as the head of custodian in Sojourner Truth Junior High School in Watts Los Angeles. During two years, he had clear life after he surrendered from Living Street and heavy drink. There was something wrong when Mrs. Idabel turner parked her car in Bungalow C. Mrs.Idabell was beautiful young teacher. Mrs.Idabell was delivered by her husband to the school. There was assassination in the school. The twist brother Idabel’s husband died in school. Easy Rawlins felt anxiety when two corpses were found in the school. It was Idabel’s husband and brother Idabel’s husband. These two corpses were Turner and Raymond.
Easy Rawlins also discovered the knife and the gun in the school  that very close with parking area. After that, Easy Rawlins found the corpse Idabel Turner after few minutes later stabbed until died in seat passenger Easy Rawlins ‘car. He shocked about that. It was terrible situation in Easy Rawlins’ life.The caused death of these three people were from stealer that wanted to stole valuable items in the school. After that situation all stealer as soon as possible run away from that place.
 Easy Rawlins tried to find what happened in the school. Easy Rawlins didn't know about that event because he just came in that school. Easy Rawlins supposed that the assassination was caused by stealer. However, cops didn't believe with Easy Rawlins. Cops assumed that he was involved because the knife there was Easy Rawlins' fingerprint. Easy Rawlins must find the truth from that problem to protect him selves.
            Easy Rawlins had found Mrs. Idabel’s dog that had yellow color that hide in the garden. A little yellow dog was smart dog. He loved Easy Rawlins. He wanted to be a Easy's friend. Then he followed Easy Rawlins wherever Easy rawlins went. He became helper Easy Rawlins to reveal the serious problems. The little yellow dog had unique ability sense of smell.
           
            Easy Rawlins had ruled his new job to give good life for his adopted children Jasus and Feather, but that entire situation had changed his life. He could not find the tranquility. After that, sergeant Sanchez aproached Easy rawlins to introgation him more detail. Sergeant Sanchez was a detective that sure that Easy Rawlins was a killer and he also knew that easy Rawlins had full responsible for stealing school’s equipments.
            Sergeant Sanchez also blamed easy Rawlins for stealing school’s equipments because Easy Rawlins had all keys school's rooms. He walked around in LA. He tried to find solve the assassination for cops by helping his little yellow dog. he tried to found who killed Mrs. Idabel’s husband, Brother Mrs. Idabel’s brother and Mrs. Idabel itself.
A little yellow dog knew everything about the assassination in the school. He convinced Sergeant Sanchez that Easy rawlins didn't commit that assassination. A little yellow dog tracked the precence of stealer with Easy Rawlins by escorting cops. A few hours later, Easy Rawlins discovered all stealer. It was Bonny Shay and Alexander. They was  a old friend from Easy rawlins that escaped from the prison few years ago.
Bonnie shay and Alexander had killed Mrs. Idabel’s husband and brother Mrs.Idabell's husband because Turner had tried to prevent Bonnie shay and Alexander for stealing school's equipments  yet Turner was stabbeb the knife by Bonny shay and Alexander shot Raymond right on the head. They  also seduced Mrs.Idabell and killed her because they interested in cute body's Mrs.Idabell so that they forced her to commit sex.
Finally, Easy Rawlins could reveal this mistery of assassination. Alexander and Bonny Shay was caught by cops. Easy Rawlins got the freedom about that problem. Sergeant Sancez regret blaming Easy Rawlins and he as soon as possible apologized to him. Easy rawlins felt happy and he could life with full happiness and calmness.



WORD FORMING PROCCESS COINAGE, BLENDING, ACRONYM


WORD FORMING PROCCESS COINAGE, BLENDING, ACRONYM
a.      Coinage
There are some points of view about the meaning of coinage. Coinage is the word formation process in which a new word is created either deliberately or accidentally without using the other word formation processes and often from seemingly nothing. As neologism or coinage, we identify the word formation process of inventing entirely new words (neology). This is a very rare and uncommon method to create new words, but in the media, people try to outdo each other with more and better words to name their products. Often these trademark names are adopted by the masses and they become ''everyday words of language'' (Yule 2006, 53). Also coinage refers to extension of a name of a product from a specific reference to a more general one such as Kleenex, Xerox, and Kodak. And in some cases, the meaning of these words is broadened. Example, complicated chemical or technical terms (like Aspirin: acetylsalicylic acid) are adopted as the trademark term and often replace standard terms for e.g. in this example, painkillers. This also happened to words like Xerox, Kleenex or the German Nutella. Some words are differentiated from 'standard' neologisms, namely eponyms. Eponyms are words that are ''based on the name of a person or a place'' (Yule 2006, 53). Common eponyms are watt from name of the discoverer, Fahrenheit from name the expert, jeans takes from Italian city of JENWA, sandwich from a person who makes his meal between two slices of bread, gold from Italian scientist.
The following list of words provides some common coinages found in everyday English:
Aspirin       Escalator                      Heroin             Band-aid
Factoid       Frisbee                         Google             Kerosene
Kleenex     Laundromat                 Linoleum         Muggle
Nylon        Psychedelic                  Quark              Xerox 
Zipper
Notice that many coinages start out as brand names for everyday items such as Kleenex for a facial tissue.

b.      Blending
The earliest blends in English only go back to the 19th century, with wordplay coinages by Lewis Carroll in Jabberwocky. For example, he introduced to the language slithy, formed from lithe and slimy) and galumph, (from gallop and triumph Interestingly galumph has survived as a word in English, but it now seems to mean 'walk in a stomping, ungainly way'. Some blends that have been around for quite a while include brunch (breakfast and lunch), motel (motor hotel), electrocute (electric and execute), smog (smoke and fog) and cheeseburger (cheese and hamburger).
A blending is a combination of two or more words to create a new one, usually by taking the beginning of the other word and the end of the other one. So new words like spork (spoon + fork), fanzine (fan + magazine), bromance (brother + romance) or Spanglish (Spanish + English) are created. There are of course other ways to create a blending: for example, you can take both beginnings of a word (cybernetic + organism → cyborg) or take a whole word and combine it with a part of another one (guess + estimate guesstimate) (Yousefi 2009. The most common type of blend is a full word followed by a word part (called a splinter) as in motorcade (motor + cavalcade). Another example of combining words, in this case names, is the bleding of celebrity couple names, such as Brangelina (Brad + Angelina) or Bennifer (Ben + Jennifer). Sometimes blendings are referred to as portmanteau words. The term portmanteau was coined by Lewis Carroll in 1882, when in his book Through the Looking Glass Humpty Dumpty describes a new word he uses as follows: "Well, 'slithy' means 'lithe and slimy'. […] You see, it's like a portmanteau - there are two meanings packed into one word" (Carroll 1996, 102 - i.e. there are two different words with completely unequal meanings put together to form a new word with a new meaning.
Examples and Observations:
motel (motorway hotel)                                 brunch (breakfast lunch fridge (freezer refrigerator)                           smog (smoke fog)                          stagflation (stagnation and inflation)                 spork (spoon and fork)                  carjacking (car and hijacking)           mocktail(mock and cocktail with no alcohol)                              splog (spam and blog)
fake blog designed to attract hits and raise Google-ranking' britpoperati(Britpop and literati) 'those knowledgable about current British pop music'.
{agitprop (agitation + propaganda)}           alcopop (alcohol + pop)
bash (bat + mash)                                      biopic (biography + picture
Breathalyzer (breath + analyzer)          camcorder (camera + recorder) chexting (cheating + texting)                             clash (clap + crash) cosmeceutical (cosmetic + pharmaceutical)         
docudrama(documentary+ drama),faction (fact + fiction),electrocute (electricity + execute),fanzine (fan + magazine), emoticon (emote + icon),flare (flame + glare),  flirtationship (flirting + relationship),   glimmer (gleam + shimmer), Globish (global + English),                guitarthritis (guitar + arthritis), infotainment (information + entertainment), moped (motor + pedal), palimony (pal + alimony), pornacopia (pornography + cornucopia), pulsar (pulse + quasar), sexcapade (sex + escapade), sexploitation (sex + exploitation), sitcom (situation + comedy), slanguage (slang + language). smash (smack + mash), sportscast (sports + broadcast), stagflation (stagnation + inflation), staycation (stay home + vacation), telegenic (television + photogenic), textpectation (text message + expectation), workaholic (work + alcoholic).

c.       Acronym
In English, acronyms pronounced as words may be a 20th-century phenomenon. Linguist David Wilton in Word Myths: Debunking Linguistic Urban Legends claims that "forming words from acronyms is a distinctly twentieth- (and now twenty-first-) century phenomenon. There is only one known pre-twentieth-century [English] word with an acronymic origin and it was in vogue for only a short time in 1886. The word is colinderies or colinda, an acronym for the Colonial and Indian Exposition held in London in that year."
The widespread, frequent use of acronyms and initialisms across the whole range of registers is a relatively new linguistic phenomenon in most languages, becoming increasingly evident since the mid-20th century. As literacy rates rose, and as advances in science and technology brought with them a constant stream of new (and sometimes more complex) terms and concepts, the practice of abbreviating terms became increasingly convenient. The Oxford English Dictionary (OED) records the first printed use of the word initialism as occurring in 1899, but it did not come into general use until 1965, well after acronym had become common. By 1943, the term acronym had been used in English to recognize abbreviations (and contractions of phrases) that were pronounced as words. (It was formed from the Greek words ἄκρος, akros, "topmost, extreme" and ὄνομα, onoma, "name.") For example, the army offense of being absent without official leave was abbreviated to "A.W.O.L." in reports, but when pronounced as a word ('awol'), it became an acronym. While initial letters are commonly used to form an acronym, the original definition was a word made from the initial letters or syllables of other words, for example UNIVAC from UNIVersal Automatic Computer.
Acronym is way to form word, it is similar to abbreviation, when each first letter of the source word is taken and to form new acronym. In English we can find like NASA (national aeronotics and space administration), VIP (very important person), NATO (north Atlantic treaty organization), etc. Acronym is forming words from the initials of a group of words that designate one concept. Usually, but not always, capitalized. An acronym is pronounced as a word if the consonants and vowels line up in such a way as to make this possible, otherwise, it is pronounced as a string of letter names. Acronyms and initialisms are abbreviations formed from the initial letter or letters of words, such as NATO and HTML, and are pronounced in a way that is distinct from the full pronunciation of what the letters stand for. Of the two words, acronym is the much more frequently used and known, and many speakers and writers refer to all abbreviations formed from initial letters as acronyms. However, many others differentiate between acronyms and initialisms. An acronym is a pronounceable word formed from the initial letter or letters of the constituent words, such as NATO. An initialism is an abbreviation pronounced as the names of the individual letters, and is formed only from the initial letter of constituent words, such as TLA. This distinction is supported by many dictionary definitions, but not by all.
Although the term acronym is widely used to describe any abbreviation formed from initial letters, some dictionaries define acronym to mean "a word" in its original sense, while some others include additional senses attributing to acronym the same meaning as that of initialism. The distinction, when made, hinges on whether the abbreviation is pronounced as a word, or as a string of letters. According to the first definition found in dictionaries, examples of acronyms are NATO (/ˈneɪtoʊ/), scuba (/ˈskuːbə/), and radar (/ˈreɪdɑr/), while examples of initialisms are FBI (/ˌɛfˌbiːˈaɪ/) and HTML (/ˌeɪtʃˌtiːˌɛmˈɛl/). There is no agreement on what to call abbreviations whose pronunciation involves the combination of letter names and words, such as JPEG (/ˈdʒeɪpɛɡ/) and MS-DOS (/ˌɛmɛsˈdɒs/). There are also some disagreements as abbreviations that some speakers pronounce as letters and others pronounce as a word. For example, the terms URL and IRA can be pronounced as individual letters: /ˌjuːˌɑrˈɛl/ and /ˌaɪˌɑrˈeɪ/, respectively; or as a single word: /ˈɜrl/ and /ˈaɪərə/, respectively. Such constructions, however—regardless of how they are pronounced—if formed from initials, may be identified as initialisms without controversy.
The spelled-out form of an acronym or initialism (that is, what it stands for) is called its expansion.
Comparing a few examples of each types of acronym:
a.       Pronounced as a word, containing only initial letters
AIDS: acquired immune deficiency syndrome
NATO: North Atlantic Treaty Organization
Scuba: self-contained underwater breathing apparatus
Laser: Light Amplification by Stimulated Emission of Radiation
b.      Pronounced as a word, containing non-initial letters
Amphetamine: alpha-methyl-phenethylamine
Gestapo: Geheime Staatspolizei (secret state police)
Interpol: International Criminal Police Organization
Nabisco: National Biscuit Company
c.       Pronounced as a word, containing a mixture of initial and non-initial letters
Necco: New England Confectionery Company
Radar: radio detection and ranging
d.      Pronounced as a word or names of letters, depending on speaker or context
FAQ: ([fæk] or ef-a-cue) frequently asked question
IRA: When used for Individual Retirement Account, can be pronounced as letters (i-ar-a) or as a word [ˈaɪrə].
SAT(s): ([sæt] or ess-a-tee) (previously) Scholastic Achievement (or Aptitude) Test(s)(US) or Standard Assessment Test(s) (UK), now claimed not to stand for anything.[11]
SQL: ([siːkwəl] or ess-cue-el) Structured Query Language.
e.       Pronounced as a combination of names of letters and a word
CD-ROM: (cee-dee-[rɒm]) Compact Disc read-only memory
IUPAC: (i-u-[pæk]) International Union of Pure and Applied Chemistry
JPEG: (jay-[pɛɡ]) Joint Photographic Experts Group
SFMOMA: (ess-ef-[moʊmə]) San Francisco Museum of Modern Art
f.       Pronounced only as the names of letters
BBC: British Broadcasting Corporation
OEM: Original Equipment Manufacturer
USA: The United States of America
g.       Pronounced as the names of letters but with a shortcut
AAA: (triple A) American Automobile Association; abdominal aortic aneurysm; anti-aircraft artillery; Asistencia Asesoría Administración
(three As) Amateur Athletic Association
IEEE: (I triple E) Institute of Electrical and Electronics Engineers
NAACP: (N double A C P) National Association for the Advancement of Colored People
NCAA: (N C double A or N C two A or N C A A) National Collegiate Athletic Association
h.      Shortcut incorporated into name
3M: (three M) originally Minnesota Mining and Manufacturing Company
E3: (E three) Electronic Entertainment Exposition
W3C: (W three C) World Wide Web Consortium
C4ISTAR: (C four I star) Command, Control, Communications, Computers, Intelligence, Surveillance, Target Acquisition, and Reconnaissance.
i.        Pseudo-acronyms, which consist of a sequence of characters that, when pronounced as intended, invoke other, longer words with less typing (see also Internet slang)
CQ: cee-cue for "seek you", a code used by radio operators
IOU: i-o-u for "I owe you" (a true acronym would be IOY)
K9: kay-nine for "canine", used to designate police units utilizing dogs
Q8: cue-eight for "Kuwait"
j.        Initialisms whose last abbreviated word is often redundantly included anyway
ATM machine: Automated Teller Machine machine
HIV virus: Human Immunodeficiency Virus virus
PIN number: Personal Identification Number number
LCD display: Liquid Crystal Display display.

ASSESSING SPEAKING


ASSESSING SPEAKING

BASIC TYPES OF SPEAKING
Ø  Imitative: (parrot back) testing the ability to imitate a word, phrase, and sentence Pronunciation is being tested. Examples: Word, phrase, sentence repetition.
Ø  Intensive: The purpose is producing short stretches of oral language. It is designed to demonstrate competence in a narrow band of grammatical, phrasal, lexical, phonological relationships (stress / rhythm / intonation) Examples of intensive assessment tasks include directed response task, reading aloud, sentence completion, limited picture cued tasks and sentence level translation.
Ø  Responsive: (Briefly interacting with the interlocutor) Responsive assessment tasks include interaction and test comprehension but at the somewhat limited level of very short conversations,standars greetings and small talk, simple requests and comments, and the like.
Ø  Interactive: The difference between responsive and interactive speaking is the length and complexity of the interaction, which sometimes includes multiple exchanges and/or multiple participants. Interaction in the form of either transactional language or interpersonal exchanges is tested. (In the three dialogues above A and B are transactional, and C is interpersonal. Examples: Interviews, role plays, games, discussions.
Ø  Extensive (monologue): Extensive oral production tasks include speeches, oral presentations, and story-telling, during which the opportunity for oral interaction from listeners is either highly limited (perhaps to nonverbal responses) or ruled out together.
Micro and macro Skills of Speaking
Micro skills of speaking
  1. Pronounce the distinctive sounds of a language clearly enough so that people can distinguish them. This includes making tonal distinctions.
  2. Use stress and rhythmic patterns, and intonation patterns of the language clearly enough so that people can understand what is said.
  3. Use the correct forms of words. This may mean, for example, changes in the tense, case, or gender.
  4. Put words together in correct word order.
  5. Use vocabulary appropriately.
  6. Use the register or language variety that is appropriate to the situation and the relationship to the conversation partner.
  7. Make clear to the listener the main sentence constituents, such as subject, verb, object, by whatever means the language uses.
  8. Make the main ideas stand out from supporting ideas or information.
  9. Make the discourse hang together so that people can follow what you are saying.
Macro Skills of Speaking
  1. Appropriately accomplish communicative functions according to situations, participants, and goals.
  2. Use appropriate styles, registers, implicature, redundancies, pragmatic conventions, conversion rules, floor keeping and yielding, interrupting, and other sociolinguistic features in face-to-face conversations.
  3. Convey links and connections between events and communicate such relations as focal and peripheral ideas, events and feeling, new information and given information, generalisation and examplification.
  4. Convey facial features, kinesics, body language, and other nonverbal cues along with verbal language.
  5. Develop and use a battery of speaking strategies, such as emphasizing key words, rephrasing, providing a context for interpreting the meaning of words, appealing  for help, and accurately assessing how well your interlocutor is understanding you.

DESIGNING ASSESSMENT TASK: IMITATIVE SPEAKING
Imitative speaking refers to ability of the students in speaking performance of simply parrot back or imitates a word, phrase, or possibly a sentence. The appropriate assessment tasks for this level are:
·         Word repetition task
·         The scoring procedure is:2 for acceptable pronunciations 1 for comprehensible, partially correct pronunciation0 for silence, seriously incorrect pronunciation

PHONEPASS TEST
It refers to reading aloud, repeat sentences, say word, and answer the question
It involves:
Part A:
Test takers read aloud selected sentences from among those printed on the test sheet.
Part B:
Test takers repeat sentences dictated over the phone.
Part C:
Test takers answer the question with a single word or a short phrase of two or three words.
For instance:    “Would you get water from a bottle or newspaper?”
Part D:
The test takers hear three word groups in random order and must link them in a correctly ordered sentence.
For instance:    “was writing/ my sister/ a letter”

DESIGNING ASSESSMENT TASK: INTENSIVE SPEAKING
Ø  Directed respond task
Ø  Read- aloud task
SENTENCE/ DIALOGUE COMPLETION TASK AND ORAL QUESTIONAIRE
Ø  dialogue completion task
Ø  Directed respond task
Picture cued task
It refers to the use of pictures or sequence of pictures. This method is effective to stimulate speaking respond of the test takers. Administrator provides some picture with some clues, and then the test takers point to the picture to give the answer or teacher point to the picture and then test takers mention the answer orally.
There are some kinds of picture cued task such as:
Ø  Picture cued elicitation of minimal pairs (test administrator points to each picture in series by using question ‘what is this?’)
Ø  Picture cued elicitation of comparatives (use a comparative form to compare some objects in the picture)
Ø  Picture cued elicitation of future tense (using question form of future tense)
Ø   Picture cued elicitation of nouns, negative response, number, and location (the administrator point to the picture and then test takers answer by mentioning what the picture is)
Ø  Picture cued elicitation of response and description (test takers describe what does the picture about.


DESIGNING ASSESSMENT TASK: RESPONSIVE SPEAKING
Ø  Question and answer.  It refers to short interview.
Ø  Giving instruction and direction. In this case, the administrator poses the problem and then the test takers respond it. The scoring is primarily based on the comprehensibility, and secondarily on another grammatical category.
Ø  Paraphrasing. Test takers read or hear the text or story and the paraphrase it by using their own words.

DESIGNING ASSESSMENT TASK: INTENSIVE SPEAKING
Ø  Interview. It refers to the oral conversation in which the administrator and the test takers sit down face to face to do question and answer. It is design to get the quick spoken sample from the student in order to verify the placement in to a course.
Ø  Role play. This technique is very popular in communicative language teaching classes. It is like mini drama in which the test takers act out to perform some characters in particular story.
Ø  Discussion and conversation
Ø  Games
DESIGNING ASSESSMENT TASK: EXTENSIVE SPEAKING
Ø  Oral presentation. In this case, the test takers are ordered to arrange a particular paper or assignment and then present the materials in front of the class.
Ø  Picture cued story telling. Test takers are given the sequences of the picture story and then create a story based on the pictures.
Ø  Retelling a story, news event. In this case the test takers hear the story and then retell the story orally
Ø  Translation of extended  prose