Language and the Brain
1.First explain the difference between Broca's aphasia and
Wernicke's aphasia, in terms of production and comprehension. Be careful to explain
how these conditions are linked to particular parts of the brain, and the symptoms that
aphasics exhibit. Second, based upon the linguistic characteristics associated with one
of these conditions, create a fictitious dialogue of at least 10 conversational turns (one
conversational turn is when one speaker says something, and the other person
responds) between you and either a Broca's aphasic or a Wernicke's aphasic patient.
Following this dialogue, explain how each line of the aphasic's speech reflects a
symptom of the aphasia that you are exemplifying.
2. Bilingualism: Imagine that you are the leader of a small country with unlimited
resources. This country is monolingual in Language X but you want to make your
population bilingual, speaking both Language X and Language Y. In your essay, explain:
- why you would want to do this in the first place (give the benefits of bilingualism)
- what programs and policies would you institute to ensure future generations are
bilingual.
- why you would institute these specific policies and programs (i.e., explain the evidence
that supports the decisions you make).
- what you would avoid, and what challenges you would face.
4. Guidance on Research and Citations
- For this essay you are required to cite at least 3 different reputable sources, either to
back up a particular set of facts or piece of evidence, or as a source of ideas for your
analysis
- The safest and most reputable sources are those which are peer-reviewed academic
sources, like academic journals or publications, but in general you want to find sources
that cite their own sources --- meaning you should find sources that include a
bibliography/works cited page
- In general, you cannot cite Wikipedia, but depending on the topic, Wikipedia may be a
good starting point for your research --- if Wikipedia cites a source, you can go to that
source and cite it directly
- The Purdue Online Writing Lab (OWL) has an extensive guide to writing that covers
many aspects of the research process. Here is the link to the homepage for their site:
https://owl.purdue.edu/owl/purdue_owl.html
- OWL includes information on finding and evaluating sources, the most important of
which can be found here:
https://owl.purdue.edu/owl/research_and_citation/conducting_research/evaluating_sourc
es_of_information/general_guidelines.html
- There may be valid reasons and good justification for citing sources which are not
academic or peer-reviewed, but you are urged to be cautious and take due diligence to
investigate a source before you use information from it and cite it; for example, if you are
writing about Broca’s and Wernicke’s aphasias, you might cite public information from
the National Aphasia Association --- such information would not be academic, since it is
written for the general public, and may not cite its sources, but it would be safe to
assume the the National Aphasia Association is a reputable source of information on
Aphasias
Sample Solution
Language and the Brain Aphasia is the loss of the ability to understand speech or communicate using language. It can occur when areas of the brain responsible for language become damaged. There are different types of aphasia including Broca`s aphasia and Wernicke`s aphasia. Each type is characterized as either fluent or non-fluent. Broca`s aphasia is a non-fluent type. It results from damage to a part of the brain called Broca`s area, which is located in the frontal lobe, usually on the left side. It is one of the parts of the brain responsible for speech and for motor movement. Wernicke`s aphasia affects the area of the brain known as Wernicke`s area, which is located on the left middle side. People with this condition have difficulty with language comprehension and may have a harder time processing spoken words than those with Broca`s aphasia do.
attack and kill each other, all for the purpose of his entertainment. Scientists are like children playing with fire, unable to see the consequences of their actions until someone gets hurt. Scientists enjoy experimenting because it is the most direct way of worshipping their religion, even if the result of this practice comes in the form of weapons such as ice-nine. Dr. Hoenikker "played puddly games with pots and pans and ice-nine" (166), as if the weapon were just a toy. The result of his childish experiments eventually would bring about Hoenikker's death, along with an icy doom to the world itself. When scientists experiment with the powers of Death, they open a Pandora's Box that entices them to create even more inventive ways to kill other humans. Despite the idea that their work actually serves a malicious purpose, scientists still believe that the rest of the world supports their religion and that all people "serve science too…even though they may not understand a word of it"(34). Vonnegut points out how all humans are in fact followers of science, thus participating in an active experiment of survival. The rituals of science are a disguise for destruction, thus making the idea of 'finding the truth' meaningless. Science is simply death cloaked in knowledge, a concept that a childish race like humanity cannot understand. Vonnegut views science as a bunch of foma, or shameless lies, because it is a product of humanity, a worthless race. Julian Castle expresses Vonnegut's opinions about the creations of Man, when he explains that "man is vile, and man makes nothing worth making, knows nothing worth knowing"(116). Since science was created to advance humanity, then it too is meaningless because all products of science are improving a miserable, hopeless race. When the narrator attempts to explain to Mona, another non-believer, about the wonders of science, she thanks him, but finds no point in this knowledge. Vonnegut depicts Mona as beautiful because science and its destructive capabilities have not tainted her. If those who are untouched by science become beautiful and perfect, then the rest of humanity would be the same if they disregarded their precious religion. But according to the Books of Bokonon, "given the experience of the past million years", humanity can hope for "nothing" (164) in the way of making themselves more modernized. Man does not want to give up his religion, and therefore is condemning himself to a barbaric lifestyle, never getting any closer to the truth he seeks. The knowledge gained from science is too precious, so man forsakes perfection for limited happiness in the ability to have power over the fate of millions. Vonnegut illustrates how science is a religion that caters to a selfish race of individuals, who would rather die than forsake the shameless lies they are indoctrinate themselves with. The world heralds its scientific triumphs as victories for mankind and products of ingenuity, when in fact these advancements are superficial. Vonnegut does not see any point in the existence of science, as it only bolsters man's ego, while giving him excuses to kill other members of his race, several million at a time. Ice-nine is the triumph of an 'experiment' which is in fact the culmination of human destruction, all in the name of advancing society. But man's greatest technological feat only serves as a weapon of mass destruction, thus proving that humans are only capable of creating instruments of death with their scientific knowledge. Science serves as a religion to the brainwashed, backward, and destructive society known as mankind, and its meaninglessness reflects the people who worship it with utmost reverence. Analysis This example high school English paper succeeds because it is easy to read. The essay was described by the grader as "well-written, insightful, in-depth and articulate" and having "great transitions and flow." The essay's commentary is particularly well-done - at one point, it points out that in Vonnegut's