Phrases To Analyse Quotes

MANY believe in what others say. Don't analyse the meaning of words, nor the whole sentences, phrases or other linguistic classifications

We even, at the worst, reach the state for which Buddhism, in the East presents most ably the case: as in the West, does James Thomson (B.V.) in The City of Dreadful Night ; we come to wish for—or, more truly to think that we wish for "blest Nirvana's sinless stainless Peace" (or some such twaddle—thank God I can't recall Arnold's mawkish and unmanly phrase!) and B.V.'s "Dateless oblivion and divine repose." I insist on the "think that you wish," because, if the real You did really wish the real That, you could never have come to exist at all! ("But I don't exist."—"I know—let's get on!") Note, please, how sophistically unconvincing are the Buddhist theories of how we ever got into this mess. First cause: Ignorance. Way out, then, knowledge. O.K., that implies a knower, a thing known—and so on and so forth, through all the Three Waste Paper Baskets of the Law; analysed, it turns out to be nonsense all dolled up to look like thinking. And there is no genuine explanation of the origin of the Will to be. How different, how simple, how self-evident, is the doctrine of The Book of the Law !

Love has always been the chief business of my life, the only thing I have thought—no, felt—supremely worth while, and I don’t pretend that this experience was not succeeded by others. But at that time, I was innocent, with the innocence of ignorance, I didn’t know what was happening to me. I was without consciousness, that is to say, more utterly absorbed than was ever possible again. For after that first time there was always part of me standing aside, comparing, analysing, objecting: ‘Is this real? Is this sincere?’ All the world of my predecessors was there before me, taking, as it were, the bread out of my mouth. Was this stab in my heart, this rapture, really mine or had I merely read about it? For every feeling, every vicissitude of my passion, there would spring into my mind a quotation from the poets. Shakespeare or Donne or Heine had the exact phrase for it. Comforting, perhaps, but enraging too. Nothing ever seemed spontaneously my own. As the blood dripped from the wound, there was always part of me to watch with a smile and a sneer: ‘Literature! Mere literature! Nothing to make a fuss about!’ And then I would add, ‘But so Mercutio jested as he died!

What can Black feminism and the Black struggle offer to the Palestinian liberation movement? I don’t know whether I would phrase the question in that way, because I think that solidarity always implies a kind of mutuality. Given the fact that in the US we’re already encouraged to assume that we have the best of everything, that US exceptionalism puts us in a situation as activists to offer advice to people struggling all over the world, and I don’t agree with that—I think we share our experiences. Just as I think the development of Black feminism and women-of-color feminisms can offer ideas, experiences, analyses to Palestinians, so can Black feminisms and women-of-color feminisms learn from the struggle of the Palestinian people and Palestinian feminists.

Returning to his homeland, he had been refused both the position and the funding he would need to cure the entire nation with his miraculous practice and, by the time we met, resentment had seeped into almost every aspect of his person. Dr. Ramiz's great passion for social issues served only to feed his anger. After speaking with him for several hours, or rather suffering his complaints, his analyses of social ills, and his assorted musings of the future, I could neither imagine nor indeed genuinely wish for a world in which all might attain happiness through work befitting their person or capacity. And so it was on that first day that I realized Dr. Ramiz was the incarnation of discontent. Although possessed of a fine arsenal of bon mots -words and phrases like "adolescence," "domestic issues," "public education," "production," and, in particular, "activity," were forever trickling out of his mouth - he was the kind of man who never could apply himself to a task for very long and who was only content when complaining or occupying himself with mandatory tasks, which is why, despite a fine position and a fixed place in society, he saw himself as a miserable and mistreated man with a dim future...Since his return from Vienna, he had, in his bitterness, swept his life empty of friends.

Pour comprendre un mouvement il faut en analyser les phrases, en connaître la composition. Il faut avoir du temps à perdre pour gagner en lucidité.

Loving your fate and joyful acceptance Epictetus actually describes a three-stage process to his students, which relates to the discipline of desire. He begins by emphasizing the need for Stoics to train themselves rigorously to adhere to their principles, having certain phrases constantly ready-to-hand day and night. These should be written down, read over, analysed and discussed, until they have been memorized and understood. We should then rehearse all the possible catastrophes that can befall us in life, things the majority of people fear, and prepare for them in advance. Then, if one of those things happens which are called ‘undesirable’, immediately the thought that it was not unexpected will be the first thing to lighten the burden. For in every case it is a great help to be able to say, ‘I knew the son whom I had begotten was mortal.’ [A famous saying, attributed to various wise men.] For that is what you will say, and likewise, ‘I knew that I was mortal’, ‘I knew that I was vulnerable to exile’, ‘I knew that I might be sent off to prison.’ (Discourses, 3.24)

What is a line holding if not metrical beats? It could hold an image; an unusual word or phrase; a tone; a rhythm, whether analysed or not. It could hold a bit of alliteration; it could hold all you can say in a single breath; it could have a rhyme at the end of it you want the reader to notice. Lines in poems, whether free verse or metrically precise, will contain one or more of these. When you try justifying to yourself why one unit is a line, and why another isn’t quite, ask yourself: ‘What is it holding?’ Is it holding enough to justify the reader looking on this for the whole three seconds of their present moment?

Tracking data becomes more detailed, analyses become further-reaching, and data is retained for a long time in order to build up detailed profiles of each person for marketing purposes. Now the relationship between the company and the user whose data is being collected starts looking quite different. The user is given a free service and is coaxed into engaging with it as much as possible. The tracking of the user serves not primarily that individual, but rather the needs of the advertisers who are funding the service. I think this relationship can be appropriately described with a word that has more sinister connotations: surveillance. Surveillance As a thought experiment, try replacing the word data with surveillance, and observe if common phrases still sound so good [93]. How about this: “In our surveillance-driven organization we collect real-time surveillance streams and store them in our surveillance warehouse. Our surveillance scientists use advanced analytics and surveillance processing in order to derive new insights.” This thought experiment is unusually polemic for this book, Designing Surveillance-Intensive Applications, but I think that strong words are needed to emphasize this point. In our attempts to make software “eat the world” [94], we have built the greatest mass surveillance infrastructure the world has ever seen. Rushing toward an Internet of Things, we are rapidly approaching a world in which every inhabited space contains at least one internet-connected microphone, in the form of smartphones, smart TVs, voice-controlled assistant devices, baby monitors, and even children’s toys that use cloud-based speech recognition. Many of these devices have a terrible security record [95]. Even the most totalitarian and repressive regimes could only dream of putting a microphone in every room and forcing every person to constantly carry a device capable of tracking their location and movements. Yet we apparently voluntarily, even enthusiastically, throw ourselves into this world of total surveillance. The difference is just that the data is being collected by corporations rather than government agencies [96].

I have constantly spoken, in the course of these analyses, of ‘literary devices.’ The phrase is a rather unfortunate one; for it is liable to call up in the hearer’s mind a picture of someone laboriously practising a mixture of card-sharping and cookery. The words make us visualize the man of letters turning over the pages of some literary Mrs. Beeton in quest of the best recipe for an epigram or a dirge; or else as a trickster preparing for his game with the reader by carefully marking the cards. But in point of fact the man of letters does most of his work not by calculation, not by the application of formulas, but by aesthetic intuition. He has something to say, and he sets it down in the words which he finds most satisfying aesthetically. After the event comes the critic, who discovers that he was using a certain kind of literary device, which can be classified in its proper chapter of the cookery-book. The process is largely irreversible. Lacking talent, you cannot, out of the cookery-book, concoct a good work of art. The best you can hope to do is to produce an imitation, which may, for a short time, deceive the unwary into thinking it the genuine article.

Table 6.1 Skill Categories Skill Category Description Comment Determining the Meaning of Words (Word Meaning) Student determines the meaning of words in context by recognizing known words and connecting them to prior vocabulary knowledge. Student uses a variety of skills to determine the meaning of unfamiliar words, including pronouncing words to trigger recognition, searching for related words with similar meanings, and analyzing prefixes, roots, and suffixes. This skill category includes more than just lexical access, as word identification and lexical recall are combined with morphological analyses. Understanding the Content, Form, and Function of Sentences (Sentence Meaning) Student builds upon an understanding of words and phrases to determine the meaning of a sentence. Student analyzes sentence structures and draws on an understanding of grammar rules to determine how the parts of speech in a sentence operate together to support the overall meaning. Student confirms that his or her understanding of a sentence makes sense in relationship to previous sentences, personal experience, and general knowledge of the world. This skill category focuses on the syntactical, grammatical, and semantic case analyses that support elementary proposition encoding and integration of propositions across contiguous sentences. Understanding the Situation Implied by a Text (Situation Model) Student develops a mental model (i.e., image, conception) of the people, things, setting, actions, ideas, and events in a text. Student draws on personal experience and world knowledge to infer cause-and-effect relationships between actions and events to fill in additional information needed to understand the situation implied by the text. This skill category is a hybrid of the explicit text model and the elaborated situation model described by Kintsch (1998). As such, category three combines both lower-level explicit text interpretation and higher-level inferential processes that connect the explicit text to existing knowledge structures and schemata. Understanding the Content, Form, and Function of Larger Sections of Text (Global Text Meaning) Student synthesizes the meaning of multiple sentences into an understanding of paragraphs or larger sections of texts. Student recognizes a text’s organizational structure and uses that organization to guide his or her reading. Student can identify the main point of, summarize, characterize, or evaluate the meaning of larger sections of text. Student can identify underlying assumptions in a text, recognize implied consequences, and draw conclusions from a text. This skill category focuses on the integration of local propositions into macro-level text structures (Kintsch & van Dijk, 1978) and more global themes (Louwerse & Van Peer, 2003). It also includes elaborative inferencing that supports interpretation and critical comprehension, such as identifying assumptions, causes, and consequence and drawing conclusions at the level of the situation model. Analyzing Authors’ Purposes, Goals, and Strategies (Pragmatic Meaning) Student identifies an author’s intended audience and purposes for writing. Student analyzes an author’s choices regarding content, organization, style, and genre, evaluating how those choices support the author’s purpose and are appropriate for the intended audience and situation. This skill category includes contextual and pragmatic discourse analyses that support interpretation of texts in light of inferred authorial intentions and strategies.

The mother gives her child what she deprives herself of—sleep, the best nourishment and, in certain circumstances, her health, her self.—But are all these acts unegoistic? Are these moral deeds miracles because they are, in Schopenhauer's phrase "impossible and yet accomplished"? Is it not evident that in all four cases man loves one part of himself, (a thought, a longing, an experience) more than he loves another part of himself? that he thus analyses his being and sacrifices one part of it to another part? Is this essentially different from the behavior of the obstinate man who says "I would rather be shot than go a step out of my way for this fellow"?—Preference for something (wish, impulse, longing) is present in all four instances: to yield to it, with all its consequences, is not "unegoistic."—In the domain of the ethical man conducts himself not as individuum but as dividuum.