Module+3+Unit+2+Semantics+and+Pragmatics+June+14-June+20

EDU 367/483 Module 3 Unit 2 Semantics and Pragmatics

Key terms

Semantics is the study of the meaning of sentences and other linguistic expressions. There are two types of semantics, lexical semantics and structural semantics (see below). I remember my mother frequently saying, "That's just semantics" when my brother and I were younger and arguing our point with her. By this she meant that we were just trying to twist the meaning of what she said to suit our own purposes. For a more detailed discussion of semantics try this link []. Semantics. (2008). In Reference.com. Retrieved from [] by Kelley Morrissey 6/17
 * Semantics** (Rowe and Levine, Chapter 6)

According to the book, "pragmatics is the study of the effect of context on meaning." This means to study how social factors govern our choice of language in various types of social interactions. Often time we as educators teach pragmatics to our students without even knowing that we are doing it. When we tell our students to use their inside voices, or take turns talking. This website gives more examples of pramatics and what kinds of difficulties children can have with pragmatics. Bowen, C. (2010). Semantics and pragmatic difficulties and semantic pragmatic language disorders. Retrieved fromhttp://speech-language-therapy.com/spld.htm
 * Pragmatics**

Edy 6/20// //**Lexical semantics Structural semantics

Lexicon (a mental dictionary)** According to the book, "lexicon is te metal dictionary each person has that contains the definition of all the words that a person knows." Our lxicon is all the words we know the meaning of. When I teach the vocabulary words to the weekly story I check to see if the word is already in their lexicon. I ask them if they know what the word means, if they can't give a definition I ask them to use it in a sentence. Here is a website for a lexicon word game. Gamefiesta. (2009). Lexicon. Retrieved from http://www.gamefiesta.com/Lexicon.html

Edy 6/20//

According to the text, "a //referent// is the actual concrete item or concept to which the word refers."
 * //Referent//**

Here is another definition: //What is a referent?// [] (Retrieved July 6, 2010).
 * **Introduction** ||
 * || Words are used to represent things and experiences in the real or imagined world. Different words can be used to describe the same thing or experience. ||
 * **Definition** ||
 * || A referent is the concrete object or concept that is designated by a word or expression. A referent is an object, action, state, relationship, or attribute in the referential realm. ||
 * **Example** ||
 * || Historically, there was only one person called George Washington, the first president of the United States. He can be referred to in a text in many ways, such as ||
 * || * //the president//
 * //Mr. Washington//
 * he, or even
 * //my friend.// ||
 * || Even though there are many ways to talk about him, there is only one referent in the referential realm.

Here is a link to a slide show that discusses referents: //Teaching Comprehension: Referents, Dialogues, and Inference// by Theresa Deeney [] (Retrieved July 6, 2010)

By: Melissa Guzman 7/6/10 || According to the text, "the //referential meaning// of an utterance describes the referent, an action, or state of being." In other words (also according to the text), "the referential meaning describes the referent. The referential meaning of a word is its definition. Sometimes the word //dog// means a particular canine that the speaker has in mind, as in the sentence: "Your dog is barking." In this sentence, the referent is a particular dog, and the referent of //your// is a particular person whose dog is being referenced. In this sentence: "A dog is a good pet for a family with children," the referent for //dog// is the concept of a typical dog, the mental image that the typical English speaker has in mind when the word //dog// is spoken. Words can also refer to such prevaricated things as Santa Clause, mermaids, or Mickey Mouse, which do not exist in the real world, but which exist as a mental image for English speakers beacuse of their cultural symbolic representation" (pg. 154).
 * //Referential meaning//**

By: Melissa Guzman 7/6/10

According to the book, //"sense// is the extended meaning of a word or phrase that, in context, clarifies the referent." Additionally (also stated in the book): abstract items such as love, truth, and justice, do not have concrete referents. "However, they are meaningful to English speakers beacuse we understand their sense, which is an additional meaning beyond referential meaning. We may debate their fine points, but we all have a feeling that we know what they mean. They conjure up a mental image in the mind of the typical English speaker. English speakers understand the meaning of these abstract items just as they understand terms with concrete referents. Sense allows us to understand words that have no concrete referent" (pg. 154).
 * //Sense//**

There are many words or phrases that are hard to explain or be able to assign a particular definition to. When, let's say, someone asks you, "What is love?," this is something that would be hard to explain to anyone. One person's sense (or experiences) with love may be different than another. I feel that these types of words are important for children to explore. A good activity may be for children to be presented with a list of these types of words and then be given time to "define," or apply their own meaning to these words, and then present them either in words or through an image. Through this activity the teacher, as well as other students, can get to know something about their peers and their life experiences.

By: Melissa Guzman 7/6/10

//**Shifting referents** Shifting referents “are different for each speaker and each sentence” (Rowe & Levine, p. 155). Words like //I, he, she, we, you, //and// they //are shifting referents because we don’t know what the referent is. People use shifting referents throughout parts of their day. They may have a conversation while talking about someone, such as “Did you know Kim…?” and continue having the same conversation while using a shifting referent like “she,” then when a person enters in the middle of the conversation they have no idea what the people are talking about. I know this has happened to me many times, where I enter a conversation and people are using shifting referents so I eventually ask who/what they are talking about or use the context to help me. One of the first examples of shifting referents I thought of was in the movie “The Grinch” because the narrator tells the stories or him creeping around the houses and taking all the presents and food while using the word// he //a lot. If someone were unfamiliar with the story of “The Grinch” and were to overhear this narration they would wonder who was being spoken about. Kim O’Byrne

Semantic properties “are the elements of meaning that make up the mental image of the word in the mind of the speaker” (Rowe & Levine, p. 156). Rowe and Levine (2009) teach us that there is a + and – chart used to help us know how to use the semantic properties and categories they are broken into. The chart seems to be sort of like a pun square; it was is given a positive if it is true and a negative if false. This example can be found on page 156. Through a Google search I was able to find an example of a semantic property table that can be pertinent in our classrooms, which also came from a persons Wiki! [] Kim O'Byrne 6.20
 * Semantic properties**

According to our book, "semantic domain is a set of words that share semantic properties." Semantic domain means words that can be in the same category because of their meaning. When I read about semantic domain in the book it made me think of when my students use simple words in their writing. My students will always say things like I like fruit. If they started naming the different types of fruit they like this would be an example of semantic domain.
 * Semantic domain**

Edy 6/20 Is a way to analyze the meaning of words. Each word is broken down into it's features and compared to other words in the same semantic domain using a + - system to note if each word has a feature (+) or does not (-). This is a useful tool for teaching vocabulary to children, especially ELLs. By comparing similar words the children can see how they relate to one another as well as how they are different. This can be especially useful for new vocabulary related to science and other topics, which the students may not have real-world experience with. For a guide on how to make a distinctive feature analysis try this site []. San Diego State University College of Education//: //Triton Project//. (n.d.) Semantic feature analysis. //Retrieved from [] by Kelley Morrissey 6/17
 * Distinctive feature analysis** (Rowe and Levine, Chapter 6)

Acording to the book, "markedness, as it relates to semantics, is the concept that some words or morphemes are more common or usual than others. This means that we use some words more than others. When I think about this definition I think of the question how do you feel. Most of the time people will respond with either okay or fine. People in England my answer the qustion by saying glourious. This website gives another definition for markedness. Cambridge University Press. (2010). Markedness. Retrieved from http://cambridge.org/catalogue/catalogue.asp?isbn=9780521839624.
 * Markedness

Edy 6/20

Hyponyms**// Accoroding to the book, "hyponyms are more specific words that costitute a subclass of a more genera word." An example of hyponyms is cayenne, habanero, jalapeno, and poblano. All of those are examples of chilie pepers. Here is a website that gives another definition and example of hyponyms. (2010). Grammar & composition. Retrieved from [] //**Edy**//

Hyponyms according to our book means, "are more specific words that constitute a subclass of a more general word." Seventeen, O, Elle are all hyponyms of the word Magazine. Hyponyms are basically more descriptive items of a category. Here is a website with a few more examples and helps define hyponyms a little clearer. [] By: Angeles Dragunaitis

//**Synonyms

Synonyms "are words that have similar meanings and share the same semantic properties". Synonyms were one of my favorite lessons when I was in grammar school. My teacher would have us play the synonym game where we would have 15 minutes to find words with similar meanings. After a while it we wouldn't see it as work but a fun game that we loved to play! I personally think synonyms are fun to teach to students and can be turned into a fun lesson also. I found a video on teachertube about synonyms and antonymous that I thought was neat and could be helpful! [] By: Kristen Kuzanek 6/17 **

“Synonyms are words that have the similar meaning and share the same semantic properties” (Rowe & Levine, p. 163). Many students find the synonym glossary on Microsoft Word at one point during their academic career, which can be very helpful so you’re not repeating one word numerous times in a paper, you cannot think of the write word, or you want to sound a little more “smarter.” However, the synonym key can totally backfire on a person, if not used correctly. For example, in an episode of the popular TV show //Friends//, Ross teaches Joey about the thesaurus (synonym key) while he is writing a letter of recommendation for his friends to adopt a baby. He goes through the whole draft and changes almost every single word, turning the letter into one “nonsense” letter that has very little meaning. One of the words I remember he changed was “humans” to “homo-sapiens.” Kim O’Byrne 6.20

As stated by my classmates synonyms are words that have the similar meaning and share the same semantic properties (Rowe & Levine, ch. 6)// Again I am happy to announce as a teacher that brainpop has saved the day with this student friendly video on synonyms and homonyms. Please enjoy and use in your classroom when teaching about grammar! //[] By: Michelle A Carrillo According to our book, to paraphrase is to restate an utterance using synonyms for some of the original words. As a student and a teacher I appreciate the idea of paraphrasing so that I can relay certain messages, and not take away from the original author. Please see the following link with a fun mini-movie for students to learn about paraphrasing. [] By: Michelle A Carrillo **// According to our book, paraphrase is to restate an utterance using synonyms for some of the original work. When I speak to people, I paraphrase their words all the time. I feel like I’m helping by doing that. I’m probably just annoying them, but really it’s just a way for me to understand what they are saying. The previous link describes tips on how to paraphrase. Patrisa Keys 7/6/10
 * Paraphrase

Denotation According to Rowe and Levine (2009) denotation is “the referential meaning of a word or morpheme, often the first meaning listed in a dictionary.” For example if one looks up the word dog //at dictionary.reference.com there are many definitions. The first or “referential meaning” is “a domesticated canid,// Canis Familiaris, //bred in many varieties.” This definition refers to the animal that we commonly call a dog. But if you continue to look at the definitions// dog //can also be used to describe something of poor quality or as an informal way to refer to a person. For a discussion of the word// denotation //visit http://www.reference.com/browse/denotation. Denotation. Retrieved June 20, 2010 from http://www.reference.com/browse/denotation. Dog. Retrieved June 20, 2010 from http://dictionary.reference.com/browse/dog. Rowe, B. M., & Levine, D. P. (2006). A concise introduction to linguistics. Boston: Pearson. By Nicolina 6/20

According to our book Connotation is," an affective meaning for a word or morpheme." I think this is constantly around us because a word can mean differently to different people. An example can be girl friend can mean two things for someone. The first type of meaning could be an actual girlfriend (relationship status) it could also just imply a girl that is a friend. Here is a website that can give some ideas on how to teach about connotations and denotations [] By: Angeles Dragunaitis
 * Connotation**//

//**Homonyms (or homophones)**

Homonyms " are words that sound the same." There are many words in the English language that sound very similar but have different meanings. Read/red is one example... //I read the book //and// I like the color red. //One of the most common homonyms that students tend to have trouble with is there/their/they're. I remember the struggling with those three homonyms also and it was a lonnnnnnng struggle! Even through high school the teachers would get made because we would use the wrong word and it would aggravate her. I remember having to write each of the three words 10 times each along with sentences on how each would be correctly used! Other than their/they're/there homonyms are pretty easy and fun to work with. The attached video from youtube shows a song about homophones from the pbs tv show Between the Lions. [] By: Kristen Kuzanek 6/17

Homonyms according to our book means, "are words that sound the same." My meaning words that are spelled differently, sound the same with different meaning. This was my favorite topic in English in school. I love this but it was challenging for me in school but it was extremely fun. Some examples i remember were meat/meet, sea/see, hair/hare. Here is a website that i think is good for teacher resources. [] Angeles Dragunaitis

Homonyms, according to Rowe & Levine, ch. 6, are words that sound the same.Hip hip hooray for brainpop has saved the day with this student friendly video on synonyms and homonyms. Please enjoy and use in your classroom when teaching about grammar! // [] By: Michelle A Carrillo

//**Polysemous**

"Polysemous words have more than one meaning" (Rowe & Levine, p. 165). According to Rowe and Levine (2009) polysemous words are often used in puns and jokes. One of the most polysemous words is "School" which can be used when referring a place of education or a group of a fish. I found a website that further discusses polysemous and gives examples of polysemous words on page 4: http://webspace.utexas.edu/wechsler/Krifka06Polysemy.pdf?uniq=-sag17

Kim O'Byrne 6.20

"Polysemous words have more than one meaning." Definition according to our book. This is the first time i heard this term. If you think about it it there are many polysemous words that we know of and use everyday. A lot of them can come from our list on blackboard discussions -topic- Baaaad where we all stated words that the meanings have change but yet their primary meaning has not been lost so they become Polysemous words that have more than one meaning. One of these words is milk. Milk is something we drink with cookies (lol) or it can be used as a verb, "Your milking him for all hes got." If we really think about it their are many of these "polysemous" words out there. Wikipedia describes polysemous word in more depth and has more examples// [|//http://en.wikipedia.org/wiki/Polysemy//] //By: Angeles Dragunaitis//  Our book describes polysemous, as words that have more than one meaning. They are similar to homonyms. However, I don’t ever recall this term in school. They are similar to homonyms. However, I don’t ever recall this term in school. [] head=part of the body, or person in charge. The previous, Wikipedia, offers a list of polysemes. Patrisa Keys 7/6/10

//**Antonyms**//

//Antonyms "are words that are opposite in one of their semantic properties." Antonyms were another one of my favorite things to learn in school. Similar to the game my teacher used to have us play with synonyms we did the same with antonyms. Ever now and then we would get confused with synonyms and go into the wrong area but what do you expect when you are beginning and learning about synonyms and antonyms. Attached is a youtube video with a cute song about antonyms that would really catch the students attention!// [|//http://www.youtube.com/watch?v=rj5TQ50A9OU&feature=related//] //By: Kristen Kuzanek 6/17//

//**Complementary pairs** Complementary pairs "are antonyms that negate each other" (Rowe & Levine, p.166). The text gives examples of complementary pairs as follows;// asleep/awake, present/absent, animal/ plant, //and// male/female. //Kim O'Byrne 6.20

Gradable pairs, according to our book are, "antonyms, such as big/little, that are part of a larger set of related words and express the concept that one of them is more whereas the other is less." Example can be happy/sad if you are sad then your are not happy and if you happy your not sad. Pretty much if something is one then then it cannot be something else. The book uses the example young/old. If your young then your not old and vice versa. This website gives a lot of examples of gradable pairs [] By:Angeles Dragunaitis
 * Gradable pairs**//

//**Relational opposites Structural semantics Contradictions**

Oxymora (the plural of oxymoron) are phrases made up of words that are contradictory (opposite in meaning). Some examples of oxymora are 'bittersweet' and 'absolutely incorrect.' We use oxymora all the time without even realizing it. Oxymora are also often used in humor, as in this song by Dave & Andy []. Oxymora can be difficult for young children to understand, particularly if they are English language learners. Therefore, teachers must be aware of their use of oxymora and make sure that children understand them if and when they use them in their teaching. Davy & Andy. (n.d.)// Untitled: The oxymoron song. //Performed at the Comic Strip Live: New York, NY. Retrieved from [] by Kelley Morrissey 6/17//
 * Oxymoron** (Rowe and Levine, Chapter 6)

Oxymoron is described as phrases that combine contradictory words. Examples: Predatory lending, jumbo shrimp. Pretty Ugly: More Oxymorons and Other Illogical Expressions That Make Absolute Sense by Warren S. Blumenfeld and Lisa Amoroso (Illustrator). The previous information tells about a book on oxymoron. Patrisa Keys 7/6/10

Metaphors
 * Anomalous utterances

Metaphors "are anomalous utterances in which two dissimilar items are symbolically considered to be similar". Dictionary.com defines metaphors as a figure of speech in which a term or phrase is applied to something which it is not literally applicable in order to suggest a resemblance, as in "A might fortress is our __god__." Metaphors are sometimes hard for students to grasp on to because they do not understand the actual meaning and miss the link between the words and what they are intending them to mean. ****You are my sunshine //and// My love is a red rose //are examples provided in the book for metaphors. Attached is a small worksheet with a few questions pertaining to metaphors and filling in the blanks. [] By: Kristen Kuzanek 6/17

I would really like to share this nice resource for teachers, by teachers about teachers while using metaphors, please see link below. Per chapter 6 by Rowe & Levine, metaphors are anomalous utterances in which two dissimilar items are symbolically considered to be similar. I personally enjoy metaphors. I must have been introduced to them early on, because I have always enjoyed writing my own poems, many of which included metaphors. My parents thought it was very interesting, because I would write many metaphors according to my mood. I recently came across a quote I wrote when I was 15, "the world is one big garden and we are the seeds awaiting to touch the sun." [] By: Michelle A Carrillo //**

Our book describes a metaphor as two dissimilar items as similar. Cold: A cold reception. A gathering has a climate. I often think of metaphors in music and poetry. [] The previous link lists several weather related metaphors. Patrisa Keys 7/6/10

Idiom//According to Rowe and Levine (2009) idioms are “utterances in which there is a contradiction between the meaning of the parts of the utterance and the entire utterance.” These can be difficult for non-native English speakers to grasp because the sum of the words does not equal all of the individual parts. For example a woman might say “I’m going to the little girl’s room.” She would not be referring to a room for a small female child; instead she would be using a “polite” phrase to mean “I am going to the bathroom.” For a fun list of American Idioms visit []. For an even more fun list visit [] to see some British Idioms. American idioms. Retrieved June 20, 2010 from http://www.englishdaily626.com/idioms.php. British English idioms. Retrieved June 20, 2010 from http://www.usingenglish.com/reference/idioms/country/british+english.html. Rowe, B. M., & Levine, D. P. (2006). A concise introduction to linguistics. Boston: Pearson. By Nicolina 6/20

Social meaning Per our chapter, the social meaning of an utterance tells us about the social identity of the speaker. In fact, it tells us more information about the speaker than about the referent. The book gives the following examples: 1. Y'all come back now, hear? 2. Hey, man! Can ya dig this? 3. I ain't gonna do nothin'. 4. Like, for sure, that's totally awesome!
 * Pragmatics

The last example is my favorite, because it's the most common one I have been exposed to and grew up with. Please see Duff sister's commercial below. [|http://www.youtube.com/watch?v=a4ieMWhIpHE] By: Michelle A Carrillo

Code switching

Code switching "is deliberately changing from one manner or style of speaking to another." Code switching is something I come across very often when I am shopping, at school, or simply talking with friends. When I was doing observations with Michelle she would code switch with me all the time. I also see code switching happen a lot with children and there parents, when more than one language is spoken at home. Code switching is not necessarily bad but sometimes students get to used to it and it can affect their ability to learn their native language and the other language being taught to them. I found a short article about code switching and how/why it happens. [] By: Kristen Kuzanek 6/17

Affective meaning​ According to the text, “the affective meaning of an utterance conveys the emotions of the speaker. By the choice of synonyms, the speaker describes an event while giving an emotional reaction to it. In the following pair of sentences, each sentence has approximately the same referential meaning but a different affective meaning. **//
 * 1) The movie we saw was 125 minutes long.
 * 2) We sat through a movie that was over two hours long.

The first sentence is a statement that emphasizes the length of the movie in a neutral way. The second sentence suggests that the speaker was bored, tired, or in some way unhappy about the length of the movie” (pg. 174). The following article: Some gender and cultural differences in perception of affective expressions, a study was conducted to see “whether people can understand vocal affective expression in a language that is not their native language, as well as whether there is a difference in the way males and females understand vocal affective expressions.” [] (Retrieved July 6, 2010)

I remember learning about this in elementary school, especially when it came to writing. Just as the above example illustrates, a sentence can be conveying the same type of information, however when stated in a different manner they set a different mood and give the reader a better understanding of what the author may be feeling.

By: Melissa Guzman 7/6/10

According to the text, "//speech acts// are actions performed by an utterance, such as daring, questioning,or betting." In other words (also according to the text), "by pronouncing these sentences the speaker is performing an action. Of course, for the action to take place, the sentences have to be said in the correct context and by the correct person" (pg. 176).
 * Speech acts**

Examples provided in the text: I now pronounce you husband and wife. I hereby sentence you to ten years in jail. I bet you a hundred dollars. I warn you to stay away from the edge of the cliff. I quit. I promise to do it.

Speech acts are further explained in []. (Retrieved July 7, 2010)

I feel that as a parent I use speak acts all of the time with my kids. I constantly say things like, "Please pick up your toys," or "stop bothering your brother." And of course, for these actions to take place (and for my children to listen) they have to be said in the correct context and by the correct person (mommy or daddy).

By: Melissa Guzman 7/7/10

Discourse analysis Discourse New information v old information Deiksis Presupposition**
 * Performative utterances

Greeting ritual speech acts that serve a social function rather than convey information. Every culture has their own form of greeting rituals and they can vary greatly from culture to culture. It is important to understand the greeting rituals of the children in your class so that you don't accidentally offend anyone. Greeting rituals also involve certain nonverbal actions such as hugging or bowing. What may be a normal greeting ritual for one culture may be considered inappropriate or rude in another. For example, you may greet your family with a hug and a kiss (the family culture) but you would not do this when greeting a co-worker or your boss (the workplace culture). To see an example of an elaborate tribal greeting ritual of the Maori people click on this link []. Edgemasterrobin. (2007). Maori greeting ritual. //Retrieved from [] by Kelley Morrissey 6/17
 * Greeting rituals** (Rowe and Levine, Chapter 6)


 * Maxims of conversation

Cooperative principle** (Rowe and Levine, Chapter 6) The cooperative principal means that when people speak to one another they are both doing their best to communicate and understand one another. It is also the foundation of the maxims of conversation (see above). I encounter this principle very often in my communication with parents. It is difficult for parents, speaking little English, and myself, speaking only some Spanish, to communicate effectively. We each have to know that the other is doing the best they can to be clear and concise and also to understand what is being said. If we did not rely on the cooperative principle, it would be very frustrating and aggravating to try and communicate this way. However, because we have the cooperative principle we are able to be patient and understanding with one another. The children's book Yo! Yes? by Chris Raschka (1993) illustrates this principle nicely. It is about two boys, one African American and the other white, who meet and try to communicate with one another. You can preview and purchase this book at Amazon.com. Raschka, C. (1993).// Yo! Yes? //New York, NY: Orchard Books. Image Retrieved from [] by Kelley Morrissey 6/17

Maxim of Quantity Maxim of Relevance Maxim of Manner**
 * Maxim of Quality

Nordquist, R. (2010 ).// Hyponym//. Retrieved from []
 * Hyponyms** are according to our book “more specific words that constitude a subclass of a more general word.” However, I really like the example Richard Nordquist gives us on the website. “For example,// boar //and// piglet //are also hyponyms of the subordinate// pig//, since the meaning of each of the three words// sow, boar//, and// piglet //'contains' the meaning of the word// pig//.” Honestly, I didn’t even know that such words belong to a group (Hyponyms).

Our book claims **Synonym** as “words that have similar meaning and share the same sematic properties” and **Antonyms** “are words that are opposite in one of their semantic properties.” I put these two words together into one bigger writing piece because I noticed that these are opposites of each other. I found two websites which explain each of these words and give good examples. TeachingIdeas. (2010 ).// Synonyms and antonyms//. Retrieved from [] Gives us good explanations and examples of both words.

“**Synonyms are words which have the same, or nearly the same meaning, e.g. dirty and unclean, sad and unhappy.

Antonyms are words which mean the opposite of each other, e.g. dark and light, strong and weak.**”

KidsConnect. (2010, June 15).// Synonyms&antonyms//. Retrieved from [] The other website shows us examples in form of pictures. I would use this site if I had a class to teach about this topic.

Our book shows that **Homonyms** (or homophones) “are words that sound the same.” Back in High school I use to love learning about homonyms. My favorite saying made by my teacher was “ I see the sea and it’s beautiful to me.” Nevertheless, I got confused as I got out of High school why some call them homophones. I heard the other name on the “Between the Lions” show. BTLfanatic. (2008, October 9).// Between the Lions: brian mcknight & cleo sing "homophones" //. Retrieved from []

Our book states that **Metaphors** “are anomalous utterances in which two dissimilar items are symbolically considered to be similar.” As a writer I have to use a lot of metaphors to make my writing more symbolic and beautiful. I love using metaphors no matter what I’m writing. The website I found gives us a short list of sentencess where a metaphor occurs. “He has a heart of stone” for example: The heart and stone are two different things because in reality no one will have a stone heart (or else he/she would not be alive, heart is a muscle and always will be). Nevertheless, in this example the reader has to think that both of these things can exist on the same plain. Stone is hard and cold most of the time and if someone has a heart of stone that means that someone is cold hearted. Buzzle.com. (2010 ).// Metaphors examples for kids//. Retrieved from [] By: Magdalena Krol (sorry, I forgot to sign!!! :p)

Our book describes old information, as information that the speaker has previously introduced or believes the listener knows. In my opinion, old information is referring to background or prior knowledge that we learned with SIOP features. [] This previous link gives a synopsis of the SIOP features. Patrisa Keys 7/6/10
 * Old Information**