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Samuel Beckett's "Endgame", 2003.
This paper looks at how understanding the social and political context of the time of Samuel Beckett's play "Endgame" enhances the significance of the play's meaning.
2,298 words (approx. 9.2 pages), 13 sources, MLA, $ 70.95
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Abstract
The paper examines how the play "Endgame" is related to reality and discusses how it is haunted by the prospect of universal death. The paper looks at how "Endgame" is a play on language and shows how, ultimately, the play is a manifestation of the social and political context of the time.
From the Paper
"Samuel Beckett's theatre is widely assumed as a no-man's-land, a place at the end of the world, devoid of any humanity. The impression we are left with at the end of his plays is that of a timeless theatre, showing an essential and absolute humanity, which is hardly prone to historical upheavals, or even to historical variations. This is also true of Endgame, Beckett's third play, first written in French and performed at the Royal Court Theatre, London, in 1957. The play is haunted by the prospect of universal death. Indeed, Beckett imprisons his characters in a room which might be the only place on earth to house human life."
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The Portuguese Language (O Portugues), 2008.
A linguistic description of the Portuguese language, which ranks in sixth in the overall number of speakers of any language.
2,730 words (approx. 10.9 pages), 7 sources, APA, $ 81.95
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Abstract
This paper explains that Portuguese is an Indo-European language, which originated from the Vulgar Latin about two thousand years ago. The author points out that, as Christians conquered the peninsula, a lot of the grammar and words used in Spain and France greatly influenced the modern Portuguese language although the morphology and syntax were only slightly changed. The paper reports that Portuguese is a pluricentric language, which varies from its geographic locations but remains one language. The author describes its phonology, vowels, morphology, syntax, lexicon and pragmatics.
Table of Contents:
Introduction
History
Phonology
Vowels in Portuguese
Morphology and Syntax
Lexicon
Pragmatics
Conclusion
From the Paper
"Notice that there are actually three ways that one may say, "You make" in Portuguese. Vos fazeis is actually very archaic and is only used in Holy Scriptures or when praying to God. If you dare mention this, people would look at you very weird. It is similar to the use of ye in English which no one uses anymore (I hope not!). Now depending whether one is in Portugal or Brazil, the use of tu and voce varies. In the Portuguese spoken in Portugal, this dialect is considered as an honorable title. The pronoun voce is used when speaking to older people or when showing respect."
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In Defense of "Like", 2006.
This paper defends the current popular usage of the word "like" in the quotative format and as a hedge word.
1,400 words (approx. 5.6 pages), 6 sources, MLA, $ 46.95
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Abstract
This paper describes the use of the word "like" in its two least popular meaning among English lovers and most common form among English speakers: the quotative, as in "and I was like, 'what?'", and the hedge word, as in "I like bombed on that exam". The author points out that, although she feels embarrassed about how her use of the word affects people's perception of her intelligence, she feels very strongly, as others do, that the current uses of the word "like" have very real, even innovative, purposes. The paper relates that the ability of "like" to indirectly quote or relay speech, behavior and thought with one word sets it apart from other words with similar functions. The author states that she sometimes uses the word to be purposely and purposefully imprecise. The paper concludes that informal usages of the English language help communicate sincerity and friendliness and demonstrate a natural process for the standard to eventually become archaic.
From the Paper
"But, despite what Lily Thorns may like to believe, the quotative and hedge-word "like" were not born of wealthy teenaged girls from Southern California in the 1980s. In the 1962 novel "A Clockwork Orange" by English author Anthony Burgess, the hedge-work "like" is also frequently used by the narrator, Alex - a young man of high intelligence, in fact. The usage is not exclusively American. I also notice it was used by my aunt and uncle, both of whom are in their 50s and were born and raised in Manchester (as was Anthony Burgess, for that matter), as a hedge word--although usually at the end of their sentences, much like the hedge-phrase "as it were". "
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Revival of the Kaurna Language, 2007.
This paper focuses on why the Kaurna language was revived and how it was accomplished.
1,781 words (approx. 7.1 pages), 9 sources, APA, $ 57.95
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Abstract
In this article, the writer explains that the Kaurna language is one of the main languages spoken by Indigenous peoples in and around the Adelaide region of Southern Australia. The writer notes that after the colonisation of South Australia in 1836, the population of the Kaurna people declined rapidly as they suffered from the effects of disease and displacement. Subsequently their language and culture experienced serious hardship. The writer looks at the importance of the Kaurna language to its people and by studying the techniques used to awaken the language from its dormancy. The writer points out that the revival of the Kaurna language is still an ongoing process, though much progress has already been made. Kaurna is now taught at all levels of education throughout Southern Australia. The writer concludes that whilst many steps have already been laid out to ensure the survival of Kaurna, it is up to future generations to take them and keep the language alive.
Outline:
Why Revive a 'Dormant' Language?
The Kaurna Language Revival
Resurrecting the Kaurna Phonology
Kaurna for a New Generation
From the Paper
"These texts were essentially a written record of the language of the Kaurna people for the English speaking colonists to read. Whilst there was little public interest in the text at its time of publication, even more so when the use of Kaurna was forbidden by government bodies in subsequent years, this publication has become a major tool in the revival of Kaurna for today's generation."
"The reclamation of the Kaurna language began around 1990 with the writing of six songs in a National Aboriginal Languages Program (NALP)
funded songwriters workshop. This was the first time the language had been used again in a creative manner and these songs were subsequently published into a songbook.
"Several workshops on the Kaurna language were held over the following years along with the introduction of Kaurna to some South Australian schools, helping the language to gain recognition once again."
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False Memory Formation, 2008.
This paper discusses the effect of semantic relatedness on false memory formation.
1,337 words (approx. 5.3 pages), 7 sources, MLA, $ 44.95
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Abstract
This paper describes a research that examined how some words can be falsely recalled during a memory recollection test. The writer explains that, in the research, one 23-year-old student completed an Internet based test that presented a sequence of words followed by a grid of 16 words. The writer notes that the participant selected which words in the grid had previously been shown. The participant correctly recalled 71.43% of previously presented words, 2.08% of non-semantically related words and 66.66% of semantically related words. The writer concludes that false memories are easy to create for words that are highly semantically related. The writer maintains that these results add weight to the semantic model of memory and arguments against other models of memory. Further, the writer notes that these results have important implications in the identification of suspects during criminal investigations.
Outline:
Abstract
Method
Results
Discussion
References
Appendix
From the Paper
"Endo and Masao demonstrated that knowledge about the false memory phenomena could alter results. They informed one group of participants about the false memory phenomena but not the other. Half of each group were then asked to respond within four seconds, the other within eight as to whether they 'remembered' seeing the word. Results showed that in the slow condition false memory rates were lower within the forewarned group compared to the uniformed group. However in the fast condition there was no significant difference between the forewarned and uninformed group. Thus in the current experiment the participant is likely to have made more errors had he been uninformed of the false memory phenomena and under time pressure. This would explain why these results do not vary more significantly in comparison to other research. Similarly how words are presented can affect results."
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The Speech Act Theory, 2008.
A research paper exploring indirect directives and politeness in Mandarin
Chinese and English.
3,147 words (approx. 12.6 pages), 8 sources, APA, $ 91.95
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Abstract
The paper shows how, in conversation, people cooperate in making utterances, thereby creating social communication in an effort to express meaning. The paper discusses what constitutes a request and reveals that much of the time, a speaker will make an indirect appeal for action, slightly obscuring the request within an indirect sentence. The paper then investigates and compares how indirect directives are expressed in the English and the Mandarin Chinese languages. The paper appends a pronunciation guide for Chinese tones, vowels and consonants.
Outline:
Introduction
Speech Act Theory
Speech Act Categories
Speech Act Categories in Chinese
Direct and Indirect Speech Acts
Grice's Cooperative Principle
Politeness Theory 'Face' and Its Effect in Indirect Directives
Examples of Co-Maintaining Face in Chinese Conversation
Levels of Politeness in Conversation
Conclusion
From the Paper
"In speaking people do more with words than share information, and when they do share information, an implicit meaning in an utterance is often expressed along with what the words in the utterance explicitly express. In an utterance, there can be three diverse levels of action that may be associated with the utterance. According to Austin, these levels include "the act of saying something, what one does in saying it, and what one does by saying it..." (Bach, K: internet) and are called locutionary, illocutionary and perlocutionary acts. Take, for example, the utterance, "There is a car coming." The locutionary act in that utterance is the act of informing a hearer that there is a car approaching. There is a lack of literal information regarding where exactly the vehicle is and exactly at what time it is due, but the sharing of the information occurs. The illocutionary act is what the utterance does, which in this case involves informing the hearer of a moving vehicle and advises him to look for the car. The perlocutionary act is the effect that the utterance has on the hearer, which in this utterance is that the hearer becomes vigilant and looks for the car. In the utterance itself, there isn't any explicit warning spoken to the hearer, but the implicit warning can be understood."
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Politeness in Speech, 2005.
This paper explores linguistic politeness and how it determines patterns of language use.
3,263 words (approx. 13.1 pages), 5 sources, APA, $ 93.95
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Abstract
The paper reveals the linguistic definition of politeness and shows how politeness is an integral part of speech. The paper discusses how the use of politeness is determined by three main sociological factors: distance, power and cultural rate of impositions. Finally, the paper demonstrates how language is transformed by politeness in practice.
From the Paper
"Everyone knows what politeness is. From our very childhood, we are constantly told phrases such as "be polite" and we are faced with the issue of addressing people in a decent way, using either their nicknames, first names or their titles plus last names, etc. and in some foreign languages distinguishing between the formal second person personal pronoun and the familiar one (e.g. tu/vous in French). When our neighbour tells us "beautiful day, isn't it?" it would never occur to us to reply "no, in fact I totally disagree with you. Haven't you seen these clouds? It is undoubtedly going to rain". Why if it is true? It is simply because it is a basic matter of politeness that we are also used to calling good manners. In fact, politeness is really part of our everyday life and speech."
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The Nature of Rhetoric, 2006.
A creative writing piece in the form of a play, about the trial of a public high school teacher who is accused of "corrupting the youth".
5,799 words (approx. 23.2 pages), 6 sources, MLA, $ 139.95
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Abstract
This paper discusses the nature of rhetoric. It is a creative writing piece that is written in the form of a play. The play presents fictional interpretative characters (Plato, Isocrates and Gorgias) who are created entirely out of their true philosophies from their various works. The play presents a case against a public high school teacher who is on trial for "corrupting the youth" by teaching about the theory of evolution.
Table of Contents:
Act One
Scene I
Scene II
Act Two
Scene One
Act Two
Scene II
From the Paper
"Ghost of Gorgias: Isocrates! Where in the world have you taken us now? I knew I should have never trusted you after that rather hostile tirade, "Against the Sophists.""
"Ghost of Isocrates: Gorgias, you are disgustingly self-absorbed. Can't you see this poor girl desperately needs our help? She's on trial for "corrupting the youth;" sound familiar, anyone? (Glances at Socrates, whose attention is immediately captured.) Over 2,000 years after we're dead and they're still fighting the same battle. Figures. Apparently she went against academic protocol and (gasp) informed him students about an alternative to the creation myth that was driven into their oblivious little minds since before they could speak. How unfortunate that this state's tax base is uniformly fundamental Christian; they refuse to fund public education that perpetuates anything slightly contradictory to their beliefs. "So inimical to all the world is this race of sycophants that when men spend any amount, however small upon their education, they complain that they are being corrupted. Could any charge be more unjust?" Any threat to their power structure, regardless of truth or moral consideration, is corrupt. Men, it's time to change the course of things. The future of education is about to rerouted. This our chance! If John is acquitted of these contrived charges, this trial will make history! The world will have engaged in intense rhetoric to reconcile the implications of the separation of church and state. Government will have to be restructured; true democracy will finally prevail! How thrilling, rhetoric will at last be a means to peace and perfectly noble service to the state! Gentlemen, this is kairos at its finest. We are here because this is the right time, the right place, and the right philosophy. Our task is clear: we must inculcate our civic virtue, our knowledge of rhetoric and persuasion, into John so that justice will prevail!"
"Ghost of Plato: Of course! If she can unite philosophy with skillfully employed rhetoric, she will be invincible! Wait.... how do we know if she is interested in good for all mankind? Is his cause truly a noble one? What do we really know? Before we teach him rhetoric, we must make sure she will use it for good and not to deceive anyone. We must never forget the inherent duality in rhetoric: it can be used equally for good and evil. What if she is in this for fame, or for money? We need to discover the nature of his cause before we teach him anything, agreed?"
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Slang, 2007.
An overview of the language phenomenon known as slang.
2,353 words (approx. 9.4 pages), 7 sources, MLA, $ 72.95
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Abstract
The paper first tries to define slang and looks at its different characteristics such as level of informality. It discusses how it cannot be equated with words such as jargon and lingo. It also gives examples of certain types of slang such as French verlan and Cockney rhyming slang.
From the Paper
"Nevertheless, the most prominent characteristic of slang seems to be its level of informality. This is actually the first connotation borne by the noun itself. I remember when I bought my very first English slang dictionary. The cover was depicting the 'ghetto' as it were, with a wall daubed with graffiti. The power of the image is such that it forces meaning - subjective connotations in fact - on you, thus depicting slang as the language of the street and making it an urban phenomenon, typical of 'bad' areas. But then, don't they use slang words in the countryside? Slang is actually a style category within the language, occupying an extreme position on the spectrum of formality: it is made up of highly informal words that constitute a deviation from standard language. As mentioned above, it seems to defy established forms and constituted authorities. "
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Stuttering, 2007.
An analysis of the negative stereotypes of stuttering and the sociolinguistic effect of stuttering on individuals.
2,124 words (approx. 8.5 pages), 6 sources, MLA, $ 66.95
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Abstract
This paper highlights the important topic of stuttering and its effects on individual stutterers, from a sociolinguistic point of view. It looks at the negative stereotypes and prejudices that are associated with people who stutter and those that attempt to conceal their stuttering. The paper analyzes whether attempting to conceal stuttering is in fact effective or if it adds to the negative stereotypes that surround stutterers.
Table of Contents:
Ignorance and Generalization
Backfiring of Concealment Strategies
From the Paper
"In sum, the attempts to disguise or avoid stuttering may contribute to an even worse overall perception of the stutterer. Listeners are not easily fooled by concealment strategies, and they tend to react more favourable to speech "blocks, repetitions and prolongations" than to attempts of disguise (Parry)."
"Even if the stutterer does get away with his attempt, the outcome might be far from desirable. He may confirm the popular stereotype that sutterers are "shy, nervous, anxious, tense, fearful, introverted, quiet or reticent (Acton and Hird 505; Heite)," or maybe even worse, create himself a social identity that is associated with terms like arrogance and disinterest."
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Idiosyncrasies of the English Language, 2007.
An analysis of the evolution, flexibility and irregularity of the English language.
4,022 words (approx. 16.1 pages), 16 sources, MLA, $ 108.95
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Abstract
This paper explains the developmental history of our ever-changing English language. It includes French, British, Spanish and Italian influences on English. The paper discusses differences between written and spoken language and how slang, jargon, euphemisms, cliches and idioms can make English a difficult language to learn. The paper cites several examples of well-known cliches and jargon and explains their origins.
From the Paper
"In most languages there is a distinction between that which is written and that which is spoken, a difference between literature and colloquial speech. In written literature we can see the broad outlines of history, but the language of literature has historically been that of the ruling class. The spoken language, the common everyday speech, reveals the intimate, familiar lives of the people, even when reading and writing were limited to the upper classes. In his 1888 book, The Queen's English: A Manual of Idiom and Usage, Dean Henry Alford described the difference between written and spoken English at that time:
We must distinguish between the English which we speak, and that which we write. Many expressions are not only tolerated but required in conversation, which are not usually put on paper. Thus . . . everyone says 'can't', . . . 'won't' [and] 'isn't', . . . but we seldom see these contractions in books, except where a conversation is related. (Alford 57)"
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SPEECH ACTS AND IMPLICATURES, 2007.
A discussion regarding speech acts and implicatures.
1,523 words (approx. 6.1 pages), 16 sources, MLA, $ 50.95
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Abstract
This paper reviews and discusses speech acts and implicatures in relation to pragmatics. According to the paper, any time a person talks, they perform a speech act, for language is not just a logical system and, therefore, the context and the intention of the speaker are extremely important. This paper tries to sum up the points of view of John L. Austin, John R. Searle and Paul Grice as far as speech acts and implicatures are concerned, trying to draw parallels with the seminar as often as possible.
Outline:
Austin's Contribution to the Study of Speech Acts
Searle's Classification of Speech Acts
Grice's Work on Implicatures: The Cooperative Principle
From the Paper
"In this perspective, implicatures (that is to say, the implied meaning that is based on the assumption that the speaker follows the cooperative principle and the four maxims) are made possible by the cooperative behaviour of both the speaker and the listener. Those implicatures are first implied by the speaker, and then inferred by the listener: we may call them "invited inferences". Even if it is very important for the listener to assume the speaker is being cooperative (that is to say, that he follows the conversational maxims), this may not be the case every time: when one or more conversational maxims are apparently broken, this may give rise to implicatures as well. One can classify implicatures into two categories: conversational and conventional implicatures. Conversational implicatures rise out of the breaking of the conversational maxims, whereas conventional ones do not interact with those maxims. "
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Pragmatics - Grammatical Constructions, 2007.
A discussion regarding construction grammar and grammatical constructions.
917 words (approx. 3.7 pages), 16 sources, MLA, $ 32.95
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Abstract
This paper reviews and discusses construction grammar. According to the paper, construction grammar (CxG) is a usage-based framework, and it endeavors to treat all types of expressions as equally central to capturing grammatical patterning.
Outline:
Fillmore's approach to Construction Grammar
More cognitive approaches to Construction Grammar
Towards a "Fluid" Construction Grammar
From the Paper
"A. Radical Construction Grammar (Croft): all constructions are language-specific; all categories are defined by constructions; constructions are the primitive units of language. This kind of CxG takes into account cross-linguistic factors, dealing with the internal structure of constructions. Radical CxG is non-reductionist: constructions are not derived from their parts, but the parts are derived from the constructions. Radical CxG is opposed to the idea that syntactic categories, roles, and relations are universal. Moreover, they are not only language-specific, but also construction-specific. Instead of syntactic relations, Radical CxG rather talks about semantic relations. Indeed, it is closely related to cognitive linguistics."
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Diversity and Inclusion in English Language Classrooms, 2005.
A look at the challenges facing the English teacher when teaching students whose native language is not English.
1,195 words (approx. 4.8 pages), 9 sources, MLA, $ 40.95
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Abstract
This paper examines how almost every teacher in America is faced with the challenge of teaching English language learners (ELL) due to the cultural diversity of this country. It discusses how it is important for all teachers to be aware of the many strategies that can be used in the classroom to help their ELL students learn not only the English language but also the rest of the academic subjects being taught to the rest of the students. The paper concludes that teaching every student successfully is vital to the future of America since today's students are tomorrows working adults.
From the Paper
"The strategy of using pre-instructional activities such as graphic organizers, semantic webbing, and mapping can be used effectively to help ELL students understand what they are learning. Before starting a reading assignment it is helpful to graph or map the information that will be discussed using a webbing format. If the reading assignment centers on a moral lesson, the teacher can guide the class through a discussion of what moral character is and what some important moral characteristics are to them. After discussing and mapping the concept of moral character with the entire class the ELL students will be more likely to understand the reading assignment. Using webbing and mapping can also help the teacher "determine where the students stand in relation to the content of the upcoming lesson" (Tips for teaching, n.d.). "
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Communicative Competence and Language Learning, 2007.
A look at the role of communicative competence and language learning when a learner is learning a second language.
1,517 words (approx. 6.1 pages), 6 sources, MLA, $ 49.95
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Abstract
This paper examines how language learners learning a second language need to develop their communicative competence in order to be able to communicate effectively with speakers of the target language. It discusses how this is because when one uses a language, one needs to take into consideration the purpose, the context and the person that one is addressing. It shows that when one has a good command of communicative competence in the target language, one will be able to communicate in the target language without many problems.
Outline:
Grammatical Competence
Discourse Competence
Sociolinguistic Competence
Strategic Competence
From the Paper
"Most scholars agree that there is some kind of fundamental difference between being able to use the forms of the language and being able to talk about the forms of the language. The relationship between those two kinds of knowledge is a controversial topic (Alptekin, 2002)5. Chomskyan syntax would reject the sentence 'colorless green ideas sleep furiously' as although it is grammatically correct, the sentence is illogical and does not provide a clear meaning. It would also not accept sentences that have subtle semantic differences such as 'my lust for the polish people'. "
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Moroccan Arabic Prepositions, 2006.
A linguistic analysis of Moroccan Arabic prepositions.
7,300 words (approx. 29.2 pages), 6 sources, APA, $ 161.95
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Abstract
This paper researches the subject of Moroccan prepositions in order to gain a better understanding of how they operate within the Arabic language. The purpose of this paper is to analyze these prepositions from the point of view of linguistics.
Outline:
Abstract
General Introduction
Section 1: Definition
Section 2: Inventory
Section 3: Morphological Analysis
Section 4: Syntactic Analysis
Section 5: Semantic Analysis
General Conclusion
From the Paper
"The ablative case marks the movement or motion about something. It also indicates the agent in passive sentences or the instrument or manner or place of the action described by the verb. In the prepositional case, ablative refers to the means by which an action was carried out. However, this semantic value includes various types which are usually the equivalent of other cases that I will discuss later, such as the ablative accompaniment, the ablative manner, the ablative of cause, etc. My concern here is only about the true ablative case (ablative of separation)."
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Who and Which in Bulgarian and English, 2006.
Examines problems of number and gender transfer when translating "who" and "which" from Bulgarian into English.
4,983 words (approx. 19.9 pages), 8 sources, MLA, $ 126.95
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Abstract
There are a number of problems that a translator might come upon when translating wh- words from Bulgarian into English. This paper looks at "who" and "which" in particular. Why is there a problem? In English, "who" and "which" do not take grammatical markers for gender and number, while in Bulgarian they do . In English and Bulgarian, gender is grammaticalized differently. This particularity is sometimes considered a problem for certain translations from Bulgarian, and more specifically, when gender seems of importance to the Bulgarian text. This paper deals with the notions of grammatical and semantic gender only because the former exists in Bulgarian and the latter is used in English. This paper begins with some preliminary remarks, exposing the differences between Bulgarian and English when it comes to number and gender markings. Some translation examples are discussed in more detail in the section entitled "Examples". It must be pointed out that the paper investigates only one side of the problem, where Bulgarian is the source language and English is the target language. Back translation is not discussed here. The main focus is on how gender itself is produced and translated. Following paragraphs clarify what gender is in both languages and what problems translators might encounter if they choose to transfer a gendered reference from Bulgarian into English.
Table of Contents:
Introduction
Preliminary Remarks on Gender and Number in English and Bulgarian
Who and Which in English
Who and Which in Bulgarian
Examples
Conclusions
Bibliography
From the Paper
"In the extra-linguistic world, gender is a physiological phenomenon connected with the structure of some living beings. There are objects with no sex (inanimate) and others with sex (animate). The category of sex has two exponents (male and female). These facts can be reflected in language since gender markings in a given language are, on the first place, categories established through our contact with the natural differences between the sexes and between what we have called "the animate" and "the inanimate". Thus, the linguistic exponent of sex has the following grammatical and/or lexical correspondences in English:
1 M / he male (animate) boy, father, John, etc.
2 F / she female (animate) girl, mother, Mary, etc.
3 N / it O gender (inanimate/undetermined) cat, stone, table, baby (if sex unknown)"
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Christian Hermeneutics, 2006.
This paper discusses 'Christian hermeneutics', presenting both a definition of the term and an explanation of the purpose of hermeneutics.
900 words (approx. 3.6 pages), 3 sources, $ 35.95
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Abstract
This paper discusses Christian hermeneutics, explaining that it is an involved process that requires a significant effort on the part of the reader in order to make a correct interpretation of the Biblical text. The paper further explains that one of the most effective ways to interpret Biblical text is through the grammatical historical method. Using this method the reader interprets the text in terms of the grammar of the original language of the Biblical passage and then interprets it using the context of that passage writer.
From the Paper
"The Christian Bibles provides the guidelines by which many Christians, if not most Christians attempt to live their lives. Unfortunately, not only was the Bible written close to 2000 years ago, it was also written in at least one other language English. For these reasons, the words of the Bible are often subject to interpretation, or misinterpretation, by many special interest groups whose main purpose is to push their own agenda. The simplest explanation of the term "Christian hermeneutics" refers to the study and interpretation of the Christian Bible. According to Hank Hannegraaf, the purpose of hermeneutics is to provide a guideline and "rules" to anyone who might attempt to interpret the Bible (par. 3)."
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Noam Chomsky's Theory of Universal Grammar, 2006.
An analysis of the pros and cons of Noam Chomsky's theory of universal grammar.
1,125 words (approx. 4.5 pages), 3 sources, $ 44.95
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Abstract
In recent years Noam Chomsky has become more famous as a political activist and critic of various American governments than he has ever been as a linguist. Be that as it may there was a time when Chomsky was one of the leading linguistic theorists in America and this paper looks at arguably his most important scholarly contribution to that area of inquiry. Specifically this paper explores the strengths and weaknesses of Chomsky's theory of universal grammar, in particular what it reveals and what it does not reveal or rather what it obscures.
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