Arguments

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Why are there arguments between couples? When people are in love, why do they still have to argue? And who is responsible for it? The play "Who's afraid of Virginia Woolf" by Edward Albee (written in 1) and the extract "How to avoid arguments" from the book "Men are form Mars, women are from Venus" by John Gray (written in 16) both got discussions about this issue. Edward Albee is one of the most heralded, interesting and influential American dramatists of the twentieth century. His characteristics is that he likes challenging his audience to form an opinion on different social issues, like in this play, the inability to communicate, which gradually leads to arguments. Albee expresses his own opinion through the argument (in form of dialogues), in which clichd speech is frequently used, between the two main characters, Martha and George. Whereas John Gray is an internationally recognized expert in the fields of communication and relationships 1. He expresses his own view more formally and literally, with reasons and examples stated. Though the authors uses different type of text, they are still

1 John Gray is a Certified Family Therapist, Consulting Editor of the Family Journal, a member of the Distinguished Advisory Board of the International Association of Marriage and Family Counselors, and a member of the American Counseling Association.

expressing the same main theme, arguments between men and women. Moreover, through their texts, we can state that they both think that women are the ones who are responsible for the start of arguments.

"Who's afraid of Virginia Woolf" is about a married couple having an argument and emotionally tear each other to shreds one drunken night. What Albee is trying to bring out through the characters is that the reason for them to have arguments is because of the inability to communicate between them, which is the theme of the text. The way they communicate is through abrasiveness and violence. "You're so frigging… convoluted… that's what you are. You talk like you were writing one of your stupid papers." is what Martha said to George. Martha uses slang like "frigging" and she also uses "stupid" to describe the academic articles of George, who is a university professor, which are quite aggressive. Throughout the argument, It is clear that George, who is a symbol of men, is calmer than Martha, a symbol of women. "[quietly…distinctly] I think I'll have you committed" and "Will you go quietly, then?" are what George said to Martha. By creating an educated man who generally stays quite calm while his wife is arguing with him violently and non-sensibly, Albee creates a mood that it is women who is responsible for the start of the arguments. On the other hand, "How to avoid arguments" is also to express the theme of Gray's own view of arguments between men and women. The subtitle "how women unknowingly start arguments" obviously states out that Gray thinks women not being direct is the reason why arguments are bring started, which is similar to Albee's view. Apart from giving reasons and example (a man being late) to support his ideas, Gray also offers a practical guide for improving communication and assists men and women in understanding, respecting and appreciating their differences in Gray's words "men need approval", while women always unknowingly give men a sense of disapproval, maybe through "asking rhetorical questions", maybe because of "not being direct when they share their feelings".

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The two texts are also similar in the way of the usage of rhetorical questions. For "Who's afraid of Virginia Woolf", Albee uses questions like "Have you ever listened to the way you talk?" and "Will you go quietly, then?" which expects no answers to make the sense of dispute stronger, as challenges are made between the couple by the questions. For example by saying "Will you go quietly, then?", women may hear the meaning of "You're so noisy and annoying so could you shut up?". This worsen the situation and makes the arguments more serious. While the text "How to avoid arguments" also uses rhetorical questions, for example "How could you be so late?" in the example stated by Gray. This rhetorical question represent the questions women will ask which leads to a feeling of disapproval to men and starts arguments. Apart from questions in the example, "But why do they immediately become clod, distant, and defensive when they lose a woman's approval? Because not getting what they need hurts" is another one from the text. Gray makes use of this example to let the readers to think about the same questions, and then gives the answer to them right after that. This is a technique to convince audience, which can strengthen his arguments at the same time.

Apart from the similarities, there are also many differences between the two texts. One of the main differences is the use of pronouns. "Who's afraid of Virginia Woolf" is written as a first person which depends on the use of "I", while "How to avoid arguments" is written as a third person. Albee uses first person to create a closer feeling to readers, like they are involving in the incidence. Also, as a first person, Albee is only writing out the incidence, but not giving any judgment to that, though readers may sense some from the text. By not giving any judgment, he can leave for the audience to think by themselves. In contrast, Gray is as a third person in "How to avoid arguments". He writes the text as an outsider to give comments on the theme. His aim to write this text is to state out what he thinks about the theme, so there is no way he needs to hide his judgments and in this case leaving thinking space for the audience is not necessary. Therefore he states out clearly that he thinks "women not being direct unknowingly start arguments". Also he gives reasons and example to convince the readers. By using different pronouns, they are also different in the way that Albee is more objective while Gray is more subjective.

They also use different type of language to write the texts. "Who's afraid of Virginia Woolf" uses a more informal and conversational type of language while "How to avoid arguments" is more academic and formal. For example, Albee uses sentences like "You WHAT?", "Come off it, Martha." and "You're a spoiled, self-indulgent, willful, dirty-minded, liquour ridden…" in the text which is more colloquial. As what Albee is writing is a daily conversation in the play, so the use of this type of language is appropriate. He also includes the use of onomatopoeic (imaginative sounds) like "Snaps her fingers", and other expressions, like "breaks into long laughter" and "with some awe" to make his text (play) more descriptive. For "How to avoid arguments", Gray writes clauses like "The most common way women unknowingly start arguments is by not being direct when they share their feelings" and "A women withdrawing that approval is particularly painful to a man". These are all literally written, as he is writing a book, not a play, the use of formal language is important in order to bring out his messages effectively.

In conclusion, the two texts generally got the same theme, which are both about arguments between men and women, and cause of arguments are the inability to communicate in a right way between them. Also, they both give out the message that it is women who start arguments. Moreover, rhetorical questions are the one of the main elements in the two texts. Albee and Gray both use rhetorical questions to express their theme or feelings, and also to make the readers think, make their points clearer and strengthen their arguments. Referring to their differences, in the first instance, the type of text they wrote is different. "Who's afraid of Virginia Woolf" is in the form of dialogue (as it's a play) while "How to avoid arguments" is an extract from a book. Also, their tone is different, as the type of language they used is different. Albee uses informal and conversational language while Gray uses formal and academic language. In addition, Albee is as a first person to write the text whereas Gray is as a third person when writing the text. In my opinion, I agree that the inability to communicate is a main reason of why arguments are started. I also agree that women not being direct or women being more violent than men cause arguments to start. However, I don't think it's the only reason for arguments to start so it is not just women's responsibility to avoid arguments. "Who's afraid of Virginia Woolf" by Edward Albee

"How to avoid arguments" from the book "Men are form Mars, women are from Venus" by John Gray

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My music

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My Music

Whenever someone asks me what kind of music I listen to, I always sigh heavily and ask him or her if they are sure they want me to go into my long drawn out description of the different types of music I like and a further explanation as to why. Twice, the same person doesn't usually ask me that question. I used to have to resort to saying " Oh well, I will listen to anything as long as it's good". That was a lie. I don't listen to everything. There is a lot of different types of music out there and I can't honestly say that I am a fan of all of it.

To generalize my taste in music you could call it alternative, but then you are left with the question, " what's it an alternative to?" So I usually have to break it down into musical styles or genres to make it easier to explain. It would take all day to classify the many different forms of alternative music that are out there. I will try to start by defining my two main favorite genres, which are Emo and Lo-Fi. Many people have never heard of these musical styles, but I assure you they are alive and growing.

There has recently been a music trend that is growing again, not only in America but overseas as well. People know it as many different names but the term I like to use is Emo. Emo is just a fancy word for punk. Often, whenever people hear the word punk, thoughts of Mohawks, leather pants and anarchy seem to pop into people's heads. That is only one aspect of punk music. It is true, punk is not only a type of music; it's a lifestyle too. From most accounts, true punk rock originated in the small venues of London in the late seventies to early eighties. A product of oppressed youth that harbored a lot of anger and released it into a creative and at times unintentionally violent medium.

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In today's music scene punk is used as a general term to describe a sound of a band. The original British punk scene is more widely known about due to such pioneering bands like The Clash, The Sex Pistols and Buzzcocks. Punk is still very much alive in London today as is was 0 years ago, backed up by the new wave of English bands like The Stokes and Bad Religion.

Along with the renaissance of punk rock in London, there is also America's homage to the scene. American punk has had more mainstream media coverage recently due to such promising bands like Jimmy Eat World, Saves the Day and NoFx. You can turn on your radio and hear these bands playing at all hours of the day. Twenty years ago that would have been impossible.

Still under the category of alternative music, but at the other end of the spectrum is a genre of music called Lo-Fi. This genre of music has been around quite a while. It was not until recently that someone put a label on it. Lo-Fi was coined by the poor recording quality in which it was distributed.

Not all Lo-Fi music has a distorted sound quality. It is mainly used to describe a slower, more melodic genre of music. Like I have mentioned before, Lo-Fi could be labeled the complete opposite of Emo. There are usually no screaming guitars or moshing seen at concerts for bands such as Starsailor or Guided by voices. These bands still fit into the realm of Alternative music and are in the category of Lo-Fi, but they are generally labeled Shoegazers. Named after the behavior of the lead singer and his or her lack of energy on stage.

Once used as a word to describe 170s acts like Hawkwind, Space Rock has come to define a generation of bands with aspirations of cosmic transcendence, obviously influenced by the heavy use of mind-altering substances. This music genre is categorized by washes of heavily reverbed guitar, minimal if not any drumming, and gentle, flowy vocals. Recent bands that are attempting to find cosmic transcendence are Spiritualized, Sonic Boom and indie favorites, Air. Space Rock is still considered alternative and Lo-Fi, even though it borders on another genre called Paisley Underground.

It is understandable why I often avoid the question of what kind of music I listen to. To list and define every genre of music and every genre of music within that would take all day and more effort than I wish to give. Most of my favorite music fits into a genre already defined. With the rise of new music everyday, my list of favorites is constantly changing. Some artists fit neatly into a genre already defined for them, but for the others, the innovators, a new undefined genre awaits them and me.

Please note that this sample paper on my music is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on my music, we are here to assist you. Your persuasive essay on my music will be written from scratch, so you do not have to worry about its originality.

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Children Coping With Divorce

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Children Coping With Divorce

Divorce is a different experience for children and adults because the children lose something valuable to their future. Many Parents believe that what is good for the parents will be good for the children. Although many children can experience psychological problems, loneliness, and may experience anger. Few children expect their parents to divorce. They do not prepare themselves for divorce; many children refuse to accept the reality of the divorce.

After a divorce children may have a feeling of being insecure. Their life as they once knew it has been changed forever. Children may feel frightened about the changes taking place in their life. They may feel rejected when one parent move out of the home. Children may even feel that they are no longer wanted or loved.

Children may feel lonely. They may feel as though they have no one to talk to. Children may even feel that they have to choose between their parents. When children do take sides, they may feel disloyal to the other parent. Disloyalty may lead to children feeling guilty. Some children may even believe that they caused the divorce. The sense of guilt may lead to feeling of any family support.

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Many children dream that their parents will reconcile their marriage. As a result children may get angry when the realization of reconciliation is no longer an option. Children may not do as well as other children in activities during the time of the divorce. Some children may feel angry because they cannot fix the problem or make it better. Children may throw temper tantrums, scream, may be violent, and they may start to get into trouble in school. It might take years before the children face the finality of the divorce.

After the divorce, children may adjust to the trauma that has happened. Children of divorced parents may even use these crucial events in their future relationships. Unfortunately, some children may have relationship fears, fear of commitment, and dysfunctional relationships. Children of a divorce may even treat their children different than what they were treated as a child. There are many effects a divorce may have on children these are just to name a few.

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1984

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on 1984. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality 1984 paper right on time.

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Rafaella Schivartche

IB History HL

August 00

With what methods and for what reasons do societies attempt to shape their citizen's thoughts and actions?

Cheap University Papers on 1984

It doesn't change from generation to generation. It's the same thing over and over again. The same pattern repeated, the same mistakes, the same decisions. The years go by, events happen in the world and still human beings are incapable of not being influenced. Nowadays, it is impossible for one to remain untouched by the 4th power of the world, the media. It is more and more common for individuals, especially those who are still in the process of learning and acquiring information for their future to abide to this control. Societies in general, any place, any time, differ in methods and reasons but the outcome is similar. Television, radio, politics, and education, are methods used in "free" societies whereas torture, fear, oppression, and religion are used in "religious guided" societies to have influence and power on it's citizens for the simple task of absolute control of millions of minds.

They invade people's houses, spread like viruses, and are as powerful as thunder. The influence over people is amazing to the point that leads them to believe in anything they see or hear. Television, a product made for entertainment is now one of the main sources of influence. From it come shows, soap operas, commercials, products, and political campaigns. The Internet, also a way of connecting the world can be highly influential even in international terms. In "free" societies around the world, people are being induced to believe in lies or a rumor and most of the times do not know it.

For example, in the novel 184, written by George Orwell, he writes about totalitarianism and depicts many ways in which the media can be totally captivating. All throughout London in his imaginary world of 184, are huge posters of the Eurasian army, pictures of Big Brother, and slogans that read War is Peace, and Freedom is Slavery. All over São Paulo, in the year of 00 are posters of politicians, with their faulty promises and propaganda with false advertisements. All these lead a person to believe in what is seen. In the novel, there is also a key method of shaping the citizens of Oceania's minds, the language of Newspeak. This language was created to enable any unnecessary thought, which would lead to clashing ideals with the government. One of the most provocative words is doublethink, which by the end of the novel could even make the reader believe that + = 5. If one reads Freedom is Slavery over and over again one will eventually come to believe in it, and it is exactly what doublethink is. Even though one knows that freedom and slavery are antonyms, since it is said that they equal each other, then it must be true. If one reads that the president, if elected will end poverty, one will also hope and believe that it will be done.

Apart from the media, education and family values can also be considered a greatly significant method when shaping citizen's minds. The short story, Children's Story, by James Clavell, is an excellent fictitious example of how a child's mind is vulnerable. Nowadays children are presented with a huge load of information, and are worried about subjects such as war and famine that could have only been dealt with when they reached adolescence. Most of the times children do not understand the importance of these subjects and just know what happening because of the repetition of the media. In Children's Story, Clavell shows how a teacher is capable of changing children's fragile opinions. In the story the children know how to pledge, but do not understand why, to who, and what it means. They pledge because it is part of the daily routine before school or to earn nickels at home. The story is a metaphor for what happens in real societies to real citizens, which have the same doubts as the children, why, to who?

What children learn in school is what they "should" carry for the rest of their lives. What they learn at home is also important and will definitely be part of their lives. What parent's tell their children or decide to omit them is also crucial for the mental formation of the child. Johnny in Children's Story did not know why his dad has gone away, the teacher explains that "he [his father] had some strange thoughts, and he wanted other grown-ups to believe them" (Pg.1). But Johnny is confused because in his perception, his dad "never thought nothing bad" (Pg.1). How to explain to a child his father had different thoughts from the government and was sent to prison to live in awful conditions for a long period of time? This child will already be enabled from any personal opinion, freedom of speech, nothing. Therefore, education plays a huge role in children's lives and is able to convert children's thoughts to true statements "Praying to God or anything or anyone for something is a waste of time"(Pg. 17). "I always wondered why He didn't listen, and all the time He wasn't there, he thought." (Pg.18).

But why tell a person exactly what should be done, what should be believed, invade their personal space and opinion? The only possible reason is to control, to maintain power over a society. The main power who is responsible for doing this to society must consider the people Barbie's and Ken's who can be played with, undressed, moved into a specific position. The greed for power has dehumanized societies and led them to impose certain "truths" that are "wrong" but put aside as true. For example, up until today the war in Iraq seems to be a total "façade". Through CNN's worldwide news reports the world was shown that the Blair and Bush were heroes helping free the Iraqi people. But after all the damage was done, thousands of lives killed, many people began to see through the news reports and doubt whether their intentions were not to free the people, but control one of the largest sources of petroleum of the world.

As everything in life, there are extreme measures of a same topic. In countries like Iraq, Iran, and Saudi Arabia, life is run by religion. Citizen's end up being totally converted into the main belief. Even though in "free" societies people are being told what to do, they still can have their voice and disagree, but in this case, these people have no voice at all. They have to follow orders and cannot lift their heads up and ask why? In 184, Winston is also trapped in this world, where the eyes of the telescreen watch his every step very carefully. He tries to mentally rebel against this controlling government but fails to do so in a discreet way. Winston is tortured and re-taught the values of his society and finally cured to become an ordinary citizen of Oceania.

The New York Times article about the Pakistani Madrasa, shows in pure black and white how people's minds are made. The students, only of the masculine sex, sit in classrooms reading the Koran, what can be considered their "constitution" for many continuous hours. Just as the journalist pointed out "My goal was simple I wanted to see from the inside just what this jihad factory was producing" (Pg. 4). This school is one of the thousands that are spread across Pakistan. All over the country, these so called schools are simply "producing" minds with bodies to help them spread their radical beliefs. The school is so strict that there are no TV's, radios, or even women who could all cause distractions or other thoughts not strictly relevant to what the students should learn. All the students agreed that the Westerners were afraid of Bin Laden and claimed that the atomic bomb came from Allah. They can swear on the name of Allah that Bin Laden has never killed any innocent person. Even when shown proof they disbelieve it by saying it is an American trick.

In this type of harsh society the citizen's fear that if they disobey they will be punished by Allah and be subjected to eternal damnation, thus they do nothing to change their situation. "Many of them were convinced that all Americans are bisexual, and that Westerners engage in sex with anything, anywhere…"(Pg. 6). Many of the westerners think it is absurd for the women to have to walk around with cloths over their faces. Different types of societies shape their citizens minds to make them follow a special creed but in the long run the reason why is the same, to have control of everything of everyone. Also, to end any opposing ideals towards the government in charge. To be like the eyes of the telescreen who know what Winston had for breakfast or what he did at work today. Not even Allah or God can save society from this, it has to be in the people to free themselves.

Word count 1,4

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Controversial essay topics

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Fall of the House of Usher

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"Foreshadowing in one of Poe's Great Tales"

Imagine hearing a song or reading a story that suddenly becomes your life and what is going on around you. This happens to one man in "The Fall of the House of Usher." As the story opens, the narrator is traveling to his friend Roderick Usher's home in response to a letter from Roderick. The letter sounded dire and important; therefore he could not deny him the visit (Poe 4). As the narrator arrives at the house, he is confronted with eerie surroundings. Days later, Roderick sings him a ballad about a palace that seems like the very house where they reside. Then, near the end of his visit, he reads a tale of a hero that is closely followed by the strangest coincidence of all. In his work "The Fall of the House of Usher," Edgar Allan Poe makes great use of parallels and foreshadowing to contribute to the overall horror of the story.

On the first day of the narrator's visit, he notices many strange similarities between the house and the people who resided within. The area around the house is dark and desolate. Dying hedges and decaying trees are strewn about the landscape. Also, the house lies next to a gloomy, dark tarn. The house itself is much like the landscape. A fungus covers it and it seems "excessively antique" (Poe 6). It contains a fissure that ran from roof to foundation, splitting the house in two. On the interior, it is dark and gloomy and some of the ceiling is out of sight, due to the shadows. The furniture is old and seems uncomfortable. When the narrator meets Roderick and his sister, he finds them to be much like the house. Roderick and his sister have a split personality, much like how the house has a fissure separating the house in half. He also looks very gloomy and gray. His hair is like cobwebs atop his head (7). His sister, Madeline, is more physically ill with a severe case of catatonia. When she is in a trance, she can look and act like she is dead for a number of days. The narrator finds that house and its occupants turn out to be a reflection of eachother.

After the course of a few days, Roderick sings an eerie ballad of a palace that is very similar to the Usher house. "The Haunted Palace" begins by detailing of prosperous times. The palace was "stately" and "radiant" Help with essay on Fall of the House of Usher

(Poe 40). However, evil comes. It attacks the palace and destroys almost everything. The occupants become much like Roderick and Madeline, alone and desolate. The house has not always been in the condition it is now. The family was prosperous, but the house became unkempt and deteriorated as each family branch it made soon died off. There are strong parallels between the Haunted Palace and the House of Usher.

Near the conclusion of his visit, the narrator reads Roderick a tale named "The Mad Trist of Sir Launcelot Canning," that which is soon followed by a strange coincidence. Unfortunately, Madeline has been prematurely entombed, and Roderick is becoming more and more mentally ill every day. One night, the narrator decides to read Roderick a tale to soothe his nerves. In this tale a hero is in pursuit of a goal - a shield which he believes to be in a hermit's lair. As the narrator reads this story, he begins to hear noises in the further reaches of the house. When he reads about the hero smashing the door to the hermit's lair, he hears a very similar sound in the house (Poe 4). He then reads of Sir Launcelot's attack on the dragon and hears an even more prominent crack. Then, when the hero retrieves the shield, Madeline comes crashing through the door. She walks across the room, falls onto Roderick, and the both of them die (Poe 44). The story the

narrator reads is almost exactly parallel to what is happening to him in Poe's story.

These many strange parallels and foreshadowed events are what come together and make this story achieve Poe's objective of horror. The house and people within being so eerily alike shocks and frightens the narrator and reader alike. In addition, Roderick's ballad predicts what is going to happen to the Usher family. Finally, the story parallels the end of both Roderick and Madeline's lives. This story was a horror in the true sense of the word.

Poe, Edgar Allan. "The Fall of the House of Usher."Elements of Literature.5th ed. Ed. Robert Anderson, et al. Austin, TX Holt, 1. 4-46.

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NLP

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The process of learning a second language can get scary and intimidating at times, especially for adult learners, who have developed and established their individual identities, beliefs, and patterns of behaviour. Although we may not always be aware of how our mother tongue and our use of it influences the way we look at life and ourselves, and the comfortable, confident and secure way in which wed use the mother tongue, fluent and efficient self-expression, which I believe is the gist of being a "social animal", sometimes becomes a tool for communication, sometimes a means of establishing self-esteem, and sometimes, a method of self defence.

Humans, especially after reaching a certain age and after getting used to the ways of life, seem to take their confident use of the mother tongue for granted, just as we take for granted the value of breathing and do not even notice, most of the time, that as a living organism, human breathes. Therefore, when exposed to a new means of communicationor another method of breathingadults start feeling insecure and intimidated by this new experience, most probably frightened by the idea that it might end up changing the whole of what has so far been established as the "self".

Faced with such established attitudes and stances regarding life in general, and language learning in particular, an ESL teacher might find it difficult to appeal to the learners' mind, without first comforting, and to a certain extent freeing the learners' hearts and minds of the end-products of their respective stances, which can be defined as a prejudice towards the new language or the "yet unknown". The concept of Neuro-Linguistic Programming runs to the rescue of ESL teachers under circumstances as these, when learners cannot neutralize their rooted sets of thoughts and beliefs and feel the need to defend them. It definitely ran to my rescue!

Another important point is, as Diana Beaver has pointed out, "maybe the reason that some people are nervous about getting totally involved in learning another language is because they are terrified of losing their identities - unaware that they would, in fact, enrich them" (NLP and Lazy Language Learning, 1, paragraph 1).

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Learning process can, at times, end up being more frightening for adult learners as compared to younger ones, since adults resemble the concept of tabula rasa, a clean slate, less than younger learners do, and are therefore relatively more difficult to guide to the goal of learning a new language. It is usually more difficult to help them free themselves from their established and deeply rooted concepts of themselves, the others, and the whole big system of dualities in which we struggle to survive.

These were the thoughts I had had in mind for some time, which eventually inspired me to tell my students on the first day of school that there is nothing scary about learning English. "By the end of the year, you will be a lot better at using it; and you will see that being able to express your thoughts and feelings in a language other than your mother tongue will only make you a richer and more able person," I told them. I also felt the need to convince them that responding to the brand new language elements in a similar manner to that of babies learning the mother tongue could sometimes help them overcome the feeling of despair if this feeling were to grab them upon being exposed to something they had never seen before.

Language, as Diana Beaver states, "is one of the many forms of communication; one of the ways in which we inform people about what is going on inside us (NLP and Lazy Language Learning, 1, paragraph ).

This is true for the language, which a person is able to use fluently and confidently, that is, the mother tongue.

However, when it comes to expressing oneself in another language, the feeling of security as to expressing the self disappear, and leave the stage in the learners' tummies to a crowded flock of discomforting butterflies; because the adult learners are not only more worried about making mistakes, but are also, perhaps at a lower level of the consciousness, more afraid of losing the "self" and the personal history.

Beaver's self-observation that she allocated to herself completely different belief systems as she used different languages (1, paragraph 1), was what led me to think that the teacher could perhaps work on the learner's level of "Beliefs", the logical level of processes that refer to why we act and think the way we do. Without trying to judge or change the learner, the instructor could try to guide the learner to take on a more objective and less judgemental stance towards himself or herself and towards the learning process itself, so as to allow the learner to open up room for the coming piece of information, using the principles of NLP as a means of programming learners' thinking.

The instructor, could therefore avoid channelling efforts into attempting to change learners' attitude towards the learning process and trying to discipline them through such conventional methods as loading heaps of homework on their shoulders, when they seem resistant to the new pieces of information and new elements of language. The instructor could work on ways of leading learners to the goal of growing into fluent, efficient and good users of the second language, by encouraging them to believe that, in fact, all the fluent speakers of the language were born without the ability to speak it; and that it did not take these native speakers more than one or two years before they could start using the language.

This, I believe, would not only be a more humanistic and empathetic approach towards the learners, but also a more effective way of dealing with beliefs and values which learners have gained through their lives and which now stand in their ways as obstacles. It would, at the same time, serve as a perfect way of guiding learners to discipline and tame their own selves and thinking habits, and prepare them for the learning process.

Beaver proposes a wonderful way of getting learners to perceive a language at a more non-judgemental and anxiety-free level listening solely to the rhythm and music of the language without worrying about the meanings, and paying attention only to how the body responds to the music of the language (1, paragraph 6).

I tried this experiment with an elementary-level learner, by letting him listen to a taped speech by a native speaker. The speech was rather lengthy, and it addressed a native audience on an advanced-level topic. The experiment yielded rather interesting and rewarding results. It freed the learner of his worries about the meaning and of all his anxieties related with communicating in that language. I observed that the learner actually enjoyed listening to the melody of the English language, and was glad to see that he showed no signs of boredom, although he did not understand a large portion of what was said.

Such an experiment actually provides, I understood, especially the lower-level learner with a clean slate, and transforms learner's intellect into something purer and similar to intellect of an infant only just learning how to use the mother tongue with the simple rubric of acting like a baby.

Although I have not conducted this experiment in class, I have provided my elementary-level learners with the rubric as to what they could do with their beliefs in times of trouble act like a baby, clear your minds of all previous experiences and knowledge when you feel trapped by something you have never seen before, or something whose reciprocal does not exist in your mother tongue.

The results I have already are surprisingly rewarding the learners are now less worried about making mistakes while using the language, and are more comfortable about letting each other spot and correct the mistakes they make! This change in their attitude, I believe, was very much inspired by my repetitions of the simple rubric, whenever I noticed that they got stuck.

Having the luxury of "going back to the beginning for ourselves" (1, paragraph 14), to the times when we were busy learning our mother tongue, when we needed to communicate in order to survive, does give us all the chance to use the language as if it were a part of our own body. All we really need to remember is that, as Beaver states, we concentrated on the message; we did a lot of copying; we were safe; we were free to make mistakes, and figure out our own way of learning; we received a great deal of applause from the rest of the family; and above all, we all have an inborn notion of communication through a language (1, paragraph 15).

REFERENCES

Beaver, Diana. (1). NLP and Lazy Language Learning. In TEFL.NET [Online].

Available http//www.tefl.net/articles/1-0.htm [00, October 1].

Please note that this sample paper on NLP is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on NLP, we are here to assist you. Your essay on NLP will be written from scratch, so you do not have to worry about its originality.

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