What is an allegory?

"As a literary device, an allegory in its most general sense is an extended metaphor. Allegory has been used widely throughout history in all forms of art, largely because it can readily illustrate complex ideas and concepts in ways that are comprehensible or striking to its viewers, readers, or listeners.
Writers or speakers typically use allegories as literary devices or as rhetorical devices that convey hidden meanings through symbolic figures, actions, imagery, and/or events, which together create the moral, spiritual, or political meaning the author wishes to convey."

See more @ Wikipedia

More info...

1. @TN Ellen
2. @Vocabulary
3. @Literary Devices
4. Literary Terms: Allegory uploaded by Campy Khan 
5. Allegory uploaded by Nasjonal digital læringsarena 
6. Allegory in Literature: History, Definition & Examples - Video & Lesson Transcript @ Study.com
7. The Allegory of the Cave by Plato: Summary, Analysis & Explanation - Video & Lesson Transcript | Study.com
8. Plato’s Allegory of the Cave spoken by Alex Gendler @TED-ed
9. Allegory: Definition & Examples uploaded by English Literature Hub 
10. allegory @ Rhetoric BYU
11. allegory @ art and literature @ Britannica.com
12. Allegory  @Literary Devices
13. Online Etymology Dictionary
14. @Britanna

What is the definition of a "lothario" (womanizer)

Slang. This only applies if he is selfish.If he is open and honest about what he wants that is different. Just because a man likes sex or having sex with different women doesn't mean he is a "lothario"

*Click pic to enlarge

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Definition of Sexit (v)

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[Pic] Fat is an adjective not an insult

Meaning of Nymphetamine?

A studio album by Cradle of Filth, but I love the word...

"1: comes from the marraige of two words... nymphette and... amphetamine. Loosely translated, sex and drugs combine to describe an unhealthy, beast-like addiction to the classical fairer gender or one female ideal in particular. A dark Goddess figure. If women have a sexual, venusian substance, then this relates to the abuse of that substance in vast and unhealthy amounts. "

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The Phrase Finder

Includes everything from Ups-a-daisy to bunny boiler.

"It's like an ordinary thesaurus, but it finds phrases rather than single words.It generates lists of phrases and sayings related to the topic you are interested in - often including imaginative selections that you may not have first thought of.
This writer's resource uses a unique intelligent search function to locate phrases on whatever topic you are writing about.Behind the search is a database of the largest collection of English-language phrases and sayings available on the Internet....

Who uses it?
Professional writers of all sorts. Many journalists, advertising copywriters, songwriters find it an invaluable resource when looking for that elusive turn of phrase. Here's a small selection of our customer base.
Check out The PhraseFinder

Tips, advice for being an assistant (tools for communication. time management)

I am a Executive assistant at Fancy Hands. I want to be the best I can be, so I am doing tons of research. Becoming an EA takes a lot of patience, practice and knowledge about communication, and using Excel. Posting the notes here because using these tips will help with communicating, listening,  time management and becoming a better person. Using these tips can also help with manners, etc. Even if you are not interested in becoming a EA, or a PA take a look at these notes.
These are all "how-tos" Will be updated constantly.

Tips, advice for being an assistant

Fancy Hands

Word:


Grammar:


Spreadsheets

Transitional Words and Phrases : The Writer's Handbook

"Transitional words and phrases can create powerful links between ideas in your paper and can help your reader understand the logic of your paper.

However, these words all have different meanings, nuances, and connotations.

Before using a particular transitional word in your paper, be sure you understand its meaning and usage completely and be sure that it's the right match for the logic in your paper."

See the entire list of transitional words @  The Writing Center

Studying: Random Notes

Studying Random Notes

Online Zoho notes about English topics

Notes from my online Zoho account. Posting the saved file here since all the "notes" I need are now on this blog. Will not be updating these notes, what you see is what you get! :)

Notes

Proofreading & Editing Tips

"General tips for proofing

•     Read it out loud and also silently.
•     Read it backwards to focus on the spelling of words.
•     Read it upside down to focus on typology.
•     Use a spell checker and grammar checker as a first screening, but don't depend on them.
•     Have others read it.
•     Read it slowly.
•     Use a screen (a blank sheet of paper to cover the material not yet proofed).
•     Point with your finger to read one word at a time.
•     Don't proof for every type of mistake at once—do one proof for spelling, another for missing/additional spaces, consistency of word usage, font sizes, etc.
•     Keep a list of your most common errors (or of the writers you are proofing) and proof for those on separate "trips."
•     If you are editing within Word, use the "track changes" or "mark changes" function to make your comments apparent to other reviewers (additions and deletions can be set to appear in different colors).
•     Print it out and read it.
•     Read down columns in a table, even if you're supposed to read across the table to use the information. Columns may be easier to deal with than rows.
•     Use editor's flags. Put #s in the document where reviewers need to pay special attention, or next to items that need to be double-checked before the final proof print. Do a final search for all # flags and remove them.
•     Give a copy of the document to another person and keep a copy yourself. Take turns reading it out loud to each other. While one of you reads, the other one follows along to catch any errors and awkward-sounding phrases. This method also works well when proofing numbers and codes.
•     First, proof the body of the text. Then go back and proof the headings. Headings are prone to error because copy editors often don't focus on them.
•     Double check fonts that are unusual (italic, bold, or otherwise different).
•     Carefully read type in very tiny font.
•     Be careful that your eyes don't skip from one error to the next obvious error, missing subtle errors in between.
•     Double check proper names.
•     Double check little words: "or," "of," "it," and "is" are often interchanged.
•     Double check boilerplate text, like the company letterhead. Just because it's frequently used doesn't mean it's been carefully checked.
•     Double check whenever you're sure something is right—certainty is dangerous.
•     Closely review page numbers and other footer/header material for accuracy and correct order.

Proofreading tips from Purdue OWL

                                             "General Strategies

    Take a break! Allow yourself some time between writing and proofing. Even a five-minute break is productive because it will help you get some distance from what you have written. The goal is to return with a fresh eye and mind.
    Leave yourself enough time. Since many errors are made by speeding through writing and proofreading, you should take your time to look over your writing carefully. This will help you to catch errors you might otherwise miss. Always read through your writing slowly. If you read at a normal speed, you won't give your eyes sufficient time to spot errors.
    Read aloud. Reading a paper aloud encourages you to read every little word.
    Role-play. While reading, put yourself in your audience's shoes. Playing the role of the reader encourages you to see the paper as your audience might.
    Get others involved. Asking a friend or a Writing Lab tutor to read your paper will let you get another perspective on your writing and a fresh reader will be able to help you catch mistakes that you might have overlooked.

                                  Personalizing Proofreading
In addition to following the general guidelines above, individualizing your proofreading process to your needs will help you proofread more efficiently and effectively. You won't be able to check for everything (and you don't have to), so you should find out what your typical problem areas are and look for each type of error individually. Here's how:

•     Find out what errors you typically make. Review instructors' comments about your writing and/or review your paper with a Writing Lab tutor.
•     Learn how to fix those errors. Talk with your instructor and/or with a Writing Lab tutor. The instructor and the tutor can help you understand why you make the errors you do so that you can learn to avoid them.
•     Use specific strategies. Use the strategies detailed on the following pages to find and correct your particular errors in usage, sentence structure, and spelling and punctuation."

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Editing Your Paper for Mechanics

"Editing is the process of looking at the smaller but very important issues in your paper, such as sentence structure, conciseness (expressing pertinent ideas in an appropriate number of words), preciseness (using the exact words that express what you mean), grammar, punctuation, and spelling.

This page will cover each of these areas. It is important as you edit to get to know your particular problem areas, so be watchful for the sections in which you seem to be spending the most time.

STEPS IN THE EDITING PROCESS

    Get Your Tools Ready

    First, get a print copy of your paper to edit. For some reason, many errors seem impossible to catch on a computer screen. Use a double-spaced copy so you can make corrections in the spaces between lines. Find a pencil and use it -- you will probably not be able to remember all of the detailed changes you want to make.

    Gear yourself up for the fact that, when you edit, you have to read every word of the paper, no matter how long it is. You will probably not get much sympathy from your professors on this point, as they all have had to meticulously edit several hundred page dissertations as graduate students. The good news is that, with practice, this goes faster, and you will be surprised how many errors you will catch, rather than getting a paper back full of red marks.

    A great technique for editing purposes is to read the paper backwards (sentence by sentence, not literally), or read it in paragraph chunks. This prevents you from getting caught up in more global revision work when you are supposed to be concentrating on local editing issues. Focus on the words in the sentence and how they relate rather than the larger picture (although you might find some useful ways to revise your ideas during this process).

    Good editing frequently requires the use of reference sources such as a grammar handbook, a thesaurus, a usage handbook (such as Fowler's Modern English Usage) and your spellcheck mechanism (whether that consists of a computer tool or your own eyesight). Get your tools ready and let's go!

    How Is My Sentence Structure?

    A. Do My Subjects and Verbs Always Agree?

    With each sentence, underline the main verb in the sentence and then underline the noun that goes with it. They should agree in number (singular or plural). This becomes a greater danger as your sentences get longer and more complex.

    B. Do My Pronouns Agree with the Words that Refer to Them?

    An issue that may seem obvious but is surprisingly problematic is that of pronouns being used when it is not clear what is the antecedent of the pronoun (remember, the antecedent is the noun for which the pronoun is standing). Look at each pronoun in the sentence and locate the earlier noun (in that sentence or a sentence coming close before it) that has the pronoun's antecedent. If you can't find a noun, insert one appropriate or change the original pronoun to a noun.

    A pronoun must also agree in number with its antecedent. Be careful when using pronouns such as it, this, they their, and them, as these are pronouns which often are used mistakenly.

    C. Am I Using Active and Passive Voice Appropriately?

    Remember that passive voice is not always wrong, but it must be used in appropriate ways. Look for verb constructions that include some form of the verb "to be," and check to see if you have indicated in the sentence the actor of that verbal action. If no actor is indicated or if the actor is not the subject of the sentence, it is passive voice. For instance, "The door was opened" or "The door was opened by Frankenstein" are both in passive voice. Do you want to emphasize the action or the person or thing acted upon? If so, then use passive voice. Are you trying to avoid naming the actor for some reason ("Taxes will be raised next year" or "The vase just was broken, Mom")? Are your reasons for not naming the actor ethically valid?

    D. Do I have Variety in my Sentence Structure?

    E. Am I Making Unwanted Shifts in Person of Nouns (I, you, he) or Tense of Verbs (past, present, future)? "

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Critical Reading Towards Critical Writing

"Critical Reading: What is It?
To read critically is to make judgements about how a text is argued. This is a highly reflective skill requiring you to "stand back" and gain some distance from the text you are reading. (You might have to read a text through once to get a basic grasp of content before you launch into an intensive critical reading.) THE KEY IS THIS:

•     don't read looking only or primarily for information
•     do read looking for ways of thinking about the subject matter

When you are reading, highlighting, or taking notes, avoid extracting and compiling lists of evidence, lists of facts and examples. Avoid approaching a text by asking "What information can I get out of it?" Rather ask "How does this text work? How is it argued? How is the evidence (the facts, examples, etc.) used and interpreted? How does the text reach its conclusions?

 

How Do I Read Looking for Ways of Thinking?

First determine the central claims or purpose of the text (its thesis). A critical reading attempts to assess how these central claims are developed or argued.
    Begin to make some judgements about context . What audience is the text written for? Who is it in dialogue with? (This will probably be other scholars or authors with differing viewpoints.) In what historical context is it written? All these matters of context can contribute to your assessment of what is going on in a text.
    Distinguish the kinds of reasoning the text employs. What concepts are defined and used? Does the text appeal to a theory or theories? Is any specific methodology laid out? If there is an appeal to a particular concept, theory, or method, how is that concept, theory, or method then used to organize and interpret the data? You might also examine how the text is organized: how has the author analyzed (broken down) the material? Be aware that different disciplines (i.e. history, sociology, philosophy, biology) will have different ways of arguing.
    Examine the evidence (the supporting facts, examples, etc) the text employs. Supporting evidence is indispensable to an argument. Having worked through Steps 1-3, you are now in a position to grasp how the evidence is used to develop the argument and its controlling claims and concepts. Steps 1-3 allow you to see evidence in its context. Consider the kinds of evidence that are used. What counts as evidence in this argument? Is the evidence statistical? literary? historical? etc. From what sources is the evidence taken? Are these sources primary or secondary?
    Critical reading may involve evaluation. Your reading of a text is already critical if it accounts for and makes a series of judgments about how a text is argued. However, some essays may also require you to assess the strengths and weaknesses of an argument. If the argument is strong, why? Could it be better or differently supported? Are there gaps, leaps, or inconsistencies in the argument? Is the method of analysis problematic? Could the evidence be interpreted differently? Are the conclusions warranted by the evidence presented? What are the unargued assumptions? Are they problematic? What might an opposing argument be?"

See entire article about being critical when reading

Where to Start a Paper?

"What question(s) must I answer in order to fulfill the assignment?

What "code words" does my assignment contain? (Code words could be abstract terms such as "concepts of freedom" and "system of belief," or they could be terms that demand a certain task of you, such as "analyze," "compare," "explore reasons for," etc.)

Which areas of my readings or sources are still unclear to me? How necessary are they for writing a first draft?

Who is the audience for this paper? Don't always assume that you're writing for your professor; s/he may want you to write for people unfamiliar with the topic. If you're in doubt, ask your professor. What are the most important things that my audience needs to know?

What are a few main points that I want to convey in this paper?

Are any of these points contradictory or overly vague? (For example, if you wrote "I want to show how factories in Japan and America are both similar and different," your goals are probably too broad; "Macbeth was both good and evil" could be easily read as a contradictory statement).

Can I refine any of these goals? (For instance, for the second example above, you might decide to focus on how Macbeth was a good man who fell because of his lust for power).

Can I support my main ideas? Are they unsupported speculations and opinions? Depending on the type of paper, opinions might be acceptable. Generally, professors look for support from readings and other academic sources--when in doubt, ask."

See entire article about how to start a paper

Discovering Your (Writing) Voice

"    Read. Don’t try to write like someone else – unless you’re being paid to temporarily adopt that voice. Figure out what makes the author’s voice unique. Is it the sentence structures? Specific word choice? A certain approach to descriptions? Think about how you can adapt these same tools in your writing.
    Record. I know, most people complain about the sound of their recorded voice. But this is a great way to hear yourself. It’s long been recommended as a way to edit your work for repetition and redundancy. It’s also a way to help you hear what’s unique about your use of words.
    Ask. Your friends, family and colleagues can be excellent resources for helping you figure out what’s unique about your voice. You may also find it helpful to ask them about your writing as well as your verbal voice. Even if you disagree, it could spark a few discoveries.
    Mimic your speaking voice. It may not be the voice that’s going to get your book published or get you into magazines, but it’s a great starting point. One of my favorite blogs is written by someone I’ve known all my life. She’s not a professional writer but she’s done such a great job of developing the whole blog around her voice that most of her posts sound just like she speaks.
    Get an editor. When I was an in-house editor for a company, my role was editing a wide variety of content. Within six months, I could identify an author of a rough draft even if it was printed hardcopy and left (with no name) on my desk. Even people who aren’t professional authors or aspiring writers have voices that speak loudly in their writing. An editor can help you identify yours."

See the entire article about finding your (writing) voice

Unity in composition @ About Education

"Definition:
The quality of oneness in a paragraph or essay that results when all the words and sentences contribute to a single main idea.

Rules of Thumb for Writing Unified Paragraphs

•     Be sure your paragraphs focus on one idea and state that idea in a topic sentence.
•     Place your topic sentence effectively within your paragraph. Let the purpose of your paragraph and the nature of your evidence guide you.
•     Let your paragraph's evidence--the selected details, the examples--illustrate or clarify the idea expressed in your topic sentence.
•     Make sure you explain the relationship between your evidence and your idea so that it is clear to readers.
•     Think about unity among paragraphs when writing essays. Be sure your paragraphs are related, that they fit together and clarify your essay's idea....

See more about using Unity to write a good essay

Revision Checklist for Essays @ OWL

"Many students tell us that they don't know what to check for once they have finished their essay. They usually know to check for grammar, punctuation, and spelling, but other details are often seen as less important because of the high emphasis placed on these problems in their early education.

Writing experts generally agree, however, that while details such as grammar and punctuation are important, they are far less important than solid organization,  fresh writing, and creative content.

The following guidelines are designed to give students a  checklist to use, whether they are revising individually or as part of a peer review team.
Organization

•     Is there a clear introduction, body, and conclusion?
•     Does the introduction provide sufficient background for the reader? Are the "who," "where," "why," "what," and "how" questions addressed?
•     Is there a thesis sentence? Is the purpose of the essay clear?
•     Does the essay move from general to specific?
•     Are there sufficient transitions between related ideas?
•     Is the overall organization murky or clean? In other words, does the writer avoid introducing new material in the conclusion or switching subjects in the middle of a paragraph in the body?
•     Does every paragraph address the subject matter of the thesis in some way?

Content and Style

Skills capsule - effective writing

 

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What is a Spitfire?

Always try to be one!

"Someone that's wild & free, & that can say what he/she wants to say without a care in the world...Also, someone whose angry words sting like fire...In some cases, can be considered a Cimarron....also, considered strong emotionally & spiritually...Someone who you don't want to be on the bad side of...someone whose angry words are like fiery ice...Fiery
That girl is a total Spitfire!!...Her words sting like fiery ice!...Don't ever get on her bad side!

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