Mini English essay free essay sample

The article, â€Å"On Teenagers and Tattoos†, written by Dr. Andres Martin, is an interesting read that examines the significance and function of tattoos for teenagers. Dr. Martin spells out his claim in paragraph 2 that â€Å"Adolescents and their parents are often at odds over the acquisition of bodily decorations†, he continues to show the audience that for the adolescents tattoos are seen as beautifying statements, but for the parents it is seen as oppositional and enraging affronts to their authority. Dr. Martin qualifies his claim in paragraph 5 where he uses the word alternatively, which indicates that it gets to a point where the Adolescents have no control over all the markings on their body which in turn gives them a sense of normalcy and control. In paragraph 2, Martin is quite clear on when he would not press the claim: Distinguishing bodily adornment from self-mutilation may indeed prove challenging, particularly when a family is in disagreement over a teenager’s motivations and a clinician is summoned as the final arbiter. We will write a custom essay sample on Mini English essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He gives an examples and cites (Grumet, 1983). Claim: Adolescents and their parents are often at odds over the acquisition of bodily decorations. Qualifier: Alternatively and lastly exception is: Distinguishing bodily adornment from self-mutilation may indeed prove challenging, particularly when a family is in disagreement over a teenager’s motivations and a clinician is summoned as the final arbiter. Martin lists the reasons in all the paragraphs, by understanding the reasons or motivations behind tattoos, adults and parents can better understand and get to know their children. In this text, Martin addresses the growing obsession of tattoos, and why our youth is turning to a more permanent way of expressing themselves. † Thickly embedded in personally meaning memento of a relationship. But at times even the only evidence that there ever was such a bond†. He gives examples in two cases. A 13 year old proudly showed him a tattoo on his deltoid that had markings of the day and month of his birth; he also had other great pieces of tattoos envisioned for it. In another case, a proud father at 17 had a picture of his four month old baby girl tattooed on his chest. He proudly introduced her to Dr. Martin explaining how he would â€Å"always† know how beautiful she is today. The goal of this article was to inform adults of the many different motivations of teen tattooing in order to reduce the assumptions many adults make. For example, the text explains that while adolescents view tattoos as â€Å"personal and beautifying statements†, parents associate tattoos with â€Å"oppositional and enraging affronts to their authority. † Martin explains that in most situations this is not the case, and if parents would just show interest and â€Å"nonjudgmental appreciation† towards Adolescent’s tattoos, they would be able to communicate and make contact with their tattooed Adolescents. Martin is just trying to explain that if they view tattoos with an open mind, then maybe they can have a better understanding of why this is a growing epidemic within the teen community. Dr. Martin gives his readers a better understanding of the text. Martin’s utilization of all three persuasive appeals (Claim, reasons, and evidence) is the reason for his arguments strength. The combination of credibility, individual stories, and reason create an effective argument in which his purpose is clearly portrayed. In each section, Martin makes sure to include sufficient evidence and support to his claims so that he can get the readers acquainted. I am in support of Martin that if parents would just show interest and â€Å"nonjudgmental appreciation then their relationships with the Tattooed Adolescents would be great. Teenagers and Tattoos The article, â€Å"On Teenagers and Tattoos†, written by Dr. Andres Martin, is an interesting read that examines the significance and function of tattoos for teenagers. Dr. Martin spells out his claim in paragraph 2 that â€Å"Adolescents and their parents are often at odds over the acquisition of bodily decorations†, he continues to show the audience that for the adolescents tattoos are seen as beautifying statements, but for the parents it is seen as oppositional and enraging affronts to their authority. Dr. Martin qualifies his claim in paragraph 5 where he uses the word alternatively, which indicates that it gets to a point where the Adolescents have no control over all the markings on their body which in turn gives them a sense of normalcy and control. In paragraph 2, Martin is quite clear on when he would not press the claim: Distinguishing bodily adornment from self-mutilation may indeed prove challenging, particularly when a family is in disagreement over a teenager’s motivations and a clinician is summoned as the final arbiter. He gives an examples and cites (Grumet, 1983). Claim: Adolescents and their parents are often at odds over the acquisition of bodily decorations. Qualifier: Alternatively and lastly exception is: Distinguishing bodily adornment from self-mutilation may indeed prove challenging, particularly when a family is in disagreement over a teenager’s motivations and a clinician is summoned as the final arbiter. Martin lists the reasons in all the paragraphs, by understanding the reasons or motivations behind tattoos, adults and parents can better understand and get to know their children. In this text, Martin addresses the growing obsession of tattoos, and why our youth is turning to a more permanent way of expressing themselves. † Thickly embedded in personally meaning memento of a relationship. But at times even the only evidence that there ever was such a bond†. He gives examples in two cases. A 13 year old proudly showed him a tattoo on his deltoid that had markings of the day and month of his birth; he also had other great pieces of tattoos envisioned for it. In another case, a proud father at 17 had a picture of his four month old baby girl tattooed on his chest. He proudly introduced her to Dr. Martin explaining how he would â€Å"always† know how beautiful she is today. The goal of this article was to inform adults of the many different motivations of teen tattooing in order to reduce the assumptions many adults make. For example, the text explains that while adolescents view tattoos as â€Å"personal and beautifying statements†, parents associate tattoos with â€Å"oppositional and enraging affronts to their authority. † Martin explains that in most situations this is not the case, and if parents would just show interest and â€Å"nonjudgmental appreciation† towards Adolescent’s tattoos, they would be able to communicate and make contact with their tattooed Adolescents. Martin is just trying to explain that if they view tattoos with an open mind, then maybe they can have a better understanding of why this is a growing epidemic within the teen community. Dr. Martin gives his readers a better understanding of the text. Martin’s utilization of all three persuasive appeals (Claim, reasons, and evidence) is the reason for his arguments strength. The combination of credibility, individual stories, and reason create an effective argument in which his purpose is clearly portrayed. In each section, Martin makes sure to include sufficient evidence and support to his claims so that he can get the readers acquainted. I am in support of Martin that if parents would just show interest and â€Å"nonjudgmental appreciation then their relationships with the Tattooed Adolescents would be great. Teenagers and Tattoos The article, â€Å"On Teenagers and Tattoos†, written by Dr. Andres Martin, is an interesting read that examines the significance and function of tattoos for teenagers. Dr. Martin spells out his claim in paragraph 2 that â€Å"Adolescents and their parents are often at odds over the acquisition of bodily decorations†, he continues to show the audience that for the adolescents tattoos are seen as beautifying statements, but for the parents it is seen as oppositional and enraging affronts to their authority. Dr. Martin qualifies his claim in paragraph 5 where he uses the word alternatively, which indicates that it gets to a point where the Adolescents have no control over all the markings on their body which in turn gives them a sense of normalcy and control. In paragraph 2, Martin is quite clear on when he would not press the claim: Distinguishing bodily adornment from self-mutilation may indeed prove challenging, particularly when a family is in disagreement over a teenager’s motivations and a clinician is summoned as the final arbiter. He gives an examples and cites (Grumet, 1983). Claim: Adolescents and their parents are often at odds over the acquisition of bodily decorations. Qualifier: Alternatively and lastly exception is: Distinguishing bodily adornment from self-mutilation may indeed prove challenging, particularly when a family is in disagreement over a teenager’s motivations and a clinician is summoned as the final arbiter. Martin lists the reasons in all the paragraphs, by understanding the reasons or motivations behind tattoos, adults and parents can better understand and get to know their children. In this text, Martin addresses the growing obsession of tattoos, and why our youth is turning to a more permanent way of expressing themselves. † Thickly embedded in personally meaning memento of a relationship. But at times even the only evidence that there ever was such a bond†. He gives examples in two cases. A 13 year old proudly showed him a tattoo on his deltoid that had markings of the day and month of his birth; he also had other great pieces of tattoos envisioned for it. In another case, a proud father at 17 had a picture of his four month old baby girl tattooed on his chest. He proudly introduced her to Dr. Martin explaining how he would â€Å"always† know how beautiful she is today. The goal of this article was to inform adults of the many different motivations of teen tattooing in order to reduce the assumptions many adults make. For example, the text explains that while adolescents view tattoos as â€Å"personal and beautifying statements†, parents associate tattoos with â€Å"oppositional and enraging affronts to their authority. † Martin explains that in most situations this is not the case, and if parents would just show interest and â€Å"nonjudgmental appreciation† towards Adolescent’s tattoos, they would be able to communicate and make contact with their tattooed Adolescents. Martin is just trying to explain that if they view tattoos with an open mind, then maybe they can have a better understanding of why this is a growing epidemic within the teen community. Dr. Martin gives his readers a better understanding of the text. Martin’s utilization of all three persuasive appeals (Claim, reasons, and evidence) is the reason for his arguments strength. The combination of credibility, individual stories, and reason create an effective argument in which his purpose is clearly portrayed. In each section, Martin makes sure to include sufficient evidence and support to his claims so that he can get the readers acquainted. I am in support of Martin that if parents would just show interest and â€Å"nonjudgmental appreciation then their relationships with the Tattooed Adolescents would be great.

Educating Rita †Scene I

Educating Rita – Scene I Free Online Research Papers Educating Rita is a play written by Willy Russell in Thatherite Britain in the early 1980’s, when the role of women was to earn a living for the family and produce children to carry on the family name. Rita is a young hairdresser working in Liverpool and she is about to embark on an educating journey of finding herself through the teaching of an Open University. Frank is a university lecturer and will be teaching Rita what she wants to know about literature and another world outside of her own. Russell has interpreted the character of Rita as a copy of himself. This is because he was also a hairdresser and went to a night school to do his O levels before he became a famous writer. When we first see Frank he is in his office and appears to be looking for a book on the shelf. The audience then realises that he is actually looking for a bottle of whisky that he has hidden behind a book. This is symbolic for that Frank is hiding his drinking problems behind his work and education. Another example of Frank hiding his problems away from others is that when he drinks the whisky from a mug. This is so people won’t see his problems and the contents of the mug. The first time in which Rita in introduced to the play is her first encounter of what it’s like in Frank’s world. She gets to Frank’s door but it appears that it is stuck. She struggles to enter but eventually she gets in. This problem with the door is symbolic for that Rita will find it very hard to get I to the way of living in an educated environment. This door is also symbolic the next time Rita goes to the University. This is because she brings some oil and tries fixing the faulty door. This shows her determination to get an education and how much she wants to learn. When Rita first enters Frank’s office she is amazed. She never sits down and goes straight to the window. Throughout the play whenever she is in the office she goes to the window. Looking down at the â€Å"real students† studying on the grass. This is what Rita dreams of being. A â€Å"real student†. Frank has a picture of a naked woman on the wall. This is one of the first things that Rita notices. She says, â€Å"It’s very erotic.† And Franks reply is just â€Å"Erm yes, I suppose it is-â€Å". This shows that Frank hasn’t looked at the painting in a very long time. He also seems to have lost all interest in art and women. Both Frank and Rita both have completely different ways of living. They also have very different accents. Rita’s is a strong Liverpudlien accent whilst Frank talks with Received Pronunciation. This is where he doesn’t have an accent. It could be said that he speaks the standard way. Frank also speaks in Standard English. This is where he says his words like they are written in the dictionary and everyone will understand what he means. Also Rita swears a lot. She doesn’t know how to act in different situations so she just acts the way she normally does at home. By swearing and using inappropriate taboo language. Examples of her bad language are â€Å"tits† â€Å"sod† and â€Å"fuckin’†. Examples of Rita’s accent interpreted in the writing of the play are â€Å"y’† which is meant to be you and â€Å"won’ I† which is meant to be won’t I. Frank and Rita sometimes get confused with each other on several occasions in the play. Some examples of this are when Frank is referring to the poet â€Å"Yeats† Rita thinks he is talking about â€Å"Yates’s† the wine lodge. This is probably the most important point in the play because it shows that Frank and Rita come from completely different ways of life. Rita speaks with a lot of dysphemism. This is where the language she uses is shocking and impolite. Examples of this are when she is talking about the woman on the painting she says â€Å"tits†. The euphemistic way of saying this could be breasts. Frank speaks with a lot of euphenism. This is the way of saying something in the polite terms. He does this when Rita is saying that she is stupid and not bright enough to be a real â€Å"student†. Instead of just agreeing with Rita, Frank says, â€Å"it’s supposed to embrace a more comprehensive studentship†. Now of course Rita wouldn’t understand what Frank had just said but it is a more polite way of agreeing with her. The main themes of Educating Rita are Self-discovery, change and escapism. Russell establishes the differences between Frank and Rita by typing Rita’s accent differently, by showing that Frank speaks all his words like they are spelt in the Dictionary and so on. Research Papers on Educating Rita - Scene IThe Effects of Illegal ImmigrationStandardized TestingInfluences of Socio-Economic Status of Married MalesTrailblazing by Eric AndersonAnalysis Of A Cosmetics AdvertisementHip-Hop is ArtRelationship between Media Coverage and Social andResearch Process Part One19 Century Society: A Deeply Divided EraNever Been Kicked Out of a Place This Nice