Tutorial Linguistic Essay Example for Free

Tutorial Linguistic Essay I. Linguistics analysis Linguistic Pitfalls aims at settling some problems of sentence meaning by identifying what problems there is. Meaning-Incompleteness(éâ€"•ç ¾ ©): lack of reference point (parameter), and the sentence meaning becomes incomplete. Ambiguity(æ ­ §Ã§ ¾ ©): more than one meaning in an expression, and the context cannot show which meaning it refers to. Vagueness(Ã¥  «Ã¦ · ·): some relative terms does not have a clear-cut boundary, and the expression becomes trivial. Reification(Ã¥ ¯ ¦Ã¥Å'â€"): an abstract name is used as concrete name, and it may arouses confusion. Colored Expression(è‘â€"è‰ ²): a situation is described by emotive terms without reason or explanations Idiosyncratic Sense(ç™â€"ç ¾ ©): use an abnormal meaning without explanation or announcement Whether it commits linguistic pitfalls, we have to identify if it offenses the PRINCIPLE and harms out thinking. II. Exercises Identify which pitfalls they commit with justifications. 1. æŸ Ã¨ ­ °Ã¥â€œ ¡Ã¨ ¢ «Ã¦â€° ¹Ã¨ ©â€¢Ã¤ ºâ€¹Ã¤ ºâ€¹Ã¨ ¦ ªÃ¤ ¸ ­Ã¯ ¼Å'æŸ Ã¨ ­ °Ã¥â€œ ¡Ã§â€º ´Ã¨ ª Ã¤ ¸ Ã¨ « ±Ã¯ ¼Å'ä ¸ ¦Ã¤ ¸â€Ã¨ ª ªÃ¯ ¼Å¡Ã£â‚¬Å'ä ¸ ­Ã¥Å"‹ä º ºÃ¨ ¦ ªÃ¤ ¸ ­Ã¦Ëœ ¯Ã§ â€ Ã¦â€°â‚¬Ã§â€¢ ¶Ã§â€ž ¶Ã§Å¡â€žÃ£â‚¬â€šÃ£â‚¬  2. 我çÅ"‹éŸ“劇æÅ"Æ'å“ ­Ã¯ ¼Å'å›  Ã§â€š ºÃ¦Ë†â€˜Ã¥ ¿Æ'è… ¸Ã¥ ¥ ½Ã£â‚¬â€šÃ¤ ½â€ Ã¤ ½  Ã¤ ¸ Ã¤ ¸â‚¬Ã¦ ¨ £Ã¯ ¼Å'ä ½  Ã¦Ëœ ¯Ã¥ ¤ ªÃ¦ ¿ «Ã¦Æ'…〠Ã¥ ¤ ªÃ¦Ëœâ€œÃ¥ â€"Ã¥ ½ ±Ã©Å¸ ¿Ã£â‚¬â€š 3. Ã¥Å" ¨Ã¦ ª ¢Ã¨Ë†â€°Ã¥ ®ËœÃ¨ ³ ªÃ¥â€¢ Ã¤ ¸â€¹Ã¯ ¼Å'å…‹æžâ€"é  â€œÃ¦â€° ¿Ã¨ ª Ã¦â€™ «Ã¦â€˜ ¸Ã¤ »â€"ä º ºÃ¨Æ' ¸Ã©Æ' ¨Ã¥ Å Ã§ § Ã¨â„¢â€¢Ã¤ » ¥Ã¥Ë† ºÃ¦ ¿â‚¬Ã¤ »â€"ä º ºÃ¦â‚¬ §Ã¦ ¬ ²Ã¯ ¼Å'æ˜ ¯Ã¦â‚¬ §Ã©â€"Å"ä ¿â€šÃ¤ ¸â‚¬Ã©Æ' ¨Ã¥Ë†â€ Ã£â‚¬â€šÃ¤ ½â€ Ã§â€¢ ¶Ã¨ ³ ªÃ¥â€¢ Ã¤ »â€"Ã¥ ° Ã¥  £Ã¤ º ¤Ã§Å¡â€žÃ§Å"‹æ ³â€¢Ã¦Ëœ ¤Ã¯ ¼Å'ä »â€"ä ¸â‚¬Ã¥â€  Ã¥ ¼ ·Ã¨ ª ¿Ã¯ ¼Å'Ã¥Å" ¨Ã¥â€¦ ¶Ã¥ ®Å¡Ã§ ¾ ©Ã¤ ¸ ­Ã¯ ¼Å'Ã¥  £Ã¤ º ¤Ã¤ ¸ Ã§ ®â€"æ€ §Ã©â€"Å"ä ¿â€šÃ¤ ¸â‚¬Ã©Æ' ¨Ã¥Ë†â€ Ã£â‚¬â€šÃ¤ »â€"與è Å Ã¦ º «Ã¦â€" ¯Ã¥Å¸ ºÃ¦ ²â€™Ã¦Å "‰æ€ §Ã©â€"Å"ä ¿â€šÃ£â‚¬â€š 4. ä ¸ »Ã¥ ¸ ­Ã¤ ¸ Ã¦ » ¿Ã¨ ¨ËœÃ¨â‚¬â€¦Ã§Å¡â€žÃ¦  Ã¥â€¢ Ã¨ ª ªÃ¯ ¼Å'ã€Å'ä ½  Ã¥â‚¬â€˜Ã¥ ¤ ªÃ¥ « ©Ã¤ ºâ€ Ã£â‚¬â€šÃ¥â€¢ Ã© ¡Å'Ã¥ ¤ ªÃ§ ° ¡Ã¥â€" ®Ã¯ ¼Å'æÅ"‰æ™‚æ› ´Ã¦Ëœ ¯Ã¥ ¤ ©Ã§Å"Ÿã€‚〠 5. æŸ Ã¦ ¥Å Ã¥Å" ¨Ã¤ »â€"çš„æ› ¸Ã£â‚¬Å Ã©â€ Å"陋的ä ¸ ­Ã¥Å"‹ä º ºÃ£â‚¬â€¹Ã¤ ¸ ­Ã¦Å'‡å‡ ºÃ¯ ¼Å'ã€Å'ä ¸ ­Ã¥Å"‹ä º ºÃ¦Ëœ ¯Ã©â€ Å"陋的〠Ã¯ ¼Å'ä ½  Ã¨ ª Ã¥ Å'Ã¥â€"Žï ¼Å¸ 6. é› »Ã¨ ¨Å Ã¥â€¦ ¬Ã¥  ¸Ã¥ » £Ã¥â€˜Å Ã¯ ¼Å¡Ã£â‚¬Å'æâ€" °Ã¨ ¨Ë†Ã¥Å Æ'æ ¯ Ã¥Ë†â€ Ã© ËœÃ¤ ¾ ¿Ã¥ ®Å"ï ¼â€Ã¦ ¯â€ºÃ©Å' ¢Ã£â‚¬â€šÃ£â‚¬  7. æŸ Ã¨ ¶â€¦Ã¥ ¸â€šÃ¥ » £Ã¥â€˜Å Ã¨ ª Ã§â€š ºÃ¯ ¼Å'è ² ¨Ã¥â€œ Ã¦ ¸â€ºÃ¥Æ' ¹Ã¦Ëœ ¯Ã§â€š ºÃ¤ ½  Ã¥â‚¬â€˜Ã¦ ¶Ë†Ã¨ ² »Ã¨â‚¬â€¦Ã¦â€" ¥Ã¦â€" ¥Ã¨ ³ ºÃ©Å' ¢Ã£â‚¬â€š 8. é ¦â„¢Ã¦ ¸ ¯Ã© â€™Ã¥ ¹ ´(80Ã¥ ¾Å')æ˜ ¯Ã¥  ¯Ã¦â‚¬â€¢Ã§Å¡â€žÃ¥â€¹â€¢Ã¤ ºâ€šÃ¥Ë†â€ Ã¥ ­ Ã£â‚¬â€š 9. çÆ' ¹Ã© £ ªÃ¦â€¢â„¢Ã¥ ¸ «Ã¦â€¢â„¢Ã¦Å½Ë†Ã¥ ­ ¸Ã§â€Å¸Ã¥ ¦â€šÃ¤ ½â€¢Ã§â€¦ ®Ã¦Å½â€™Ã© ª ¨Ã¦â„¢â€šÃ¯ ¼Å'æÅ'‡å‡ ºÃ¯ ¼Å¡Ã£â‚¬Å'è ¦ Ã¥Å   Ã¥â€¦ ¥Ã©  ©Ã©â€¡ Ã§Å¡â€žÃ© ¹ ½Ã¥â€™Å'ç ³â€"。〠 10. æ› ¼Ã¨  ¯Ã§â„¢ ¼Ã¨ ¨â‚¬Ã¤ º ºÃ¦Å'‡å‡ ºÃ¯ ¼Å'Ã¥ ¦â€šÃ¦Å¾Å"é ¦â„¢Ã¦ ¸ ¯Ã©â€šâ‚¬Ã¨ «â€¹Ã¦â€º ¼Ã¨  ¯Ã¥Ë† °Ã© ¦â„¢Ã¦ ¸ ¯Ã¤ ½Å"è ³ ½Ã¯ ¼Å'Ã¥ ¿â€¦Ã¥ ®Å¡Ã¦ ´ ¾Ã¥â€¡ ºÃ¤ ¸ »Ã¥Å â€ºÃ§ Æ'å“ ¡Ã£â‚¬ Ã¦Å"ی ¼ ·Ã©â„¢ £Ã¥ ® ¹Ã¦  ±Ã¤ ¾â€ Ã£â‚¬â€š 11. Ã¥ Æ'å… ¬Ã¤ »â€Ã©  ¢Ã¦Ëœ ¯Ã§â€ž ¡Ã§â€ºÅ Ã§Å¡â€žÃ£â‚¬â€š 12. Ã¥ ¦â€šÃ¦Å¾Å"æ„›æÆ'…å  â€¦Ã¥ ®Å¡Ã¯ ¼Å'怎æ ¨ £Ã§Å¡â€žÃ¨ ¡ Ã¦â€œÅ Ã©Æ' ½Ã¤ ¸ Ã¨ ®Å Ã¯ ¼â€ºÃ¥ ¦â€šÃ¦Å¾Å"æ„›æÆ'…ä ¸ Ã¥  â€¦Ã¥ ®Å¡Ã¯ ¼Å'æ ²â€™Ã¦Å"‰è ¡ Ã¦â€œÅ Ã©Æ' ½Ã¦Å"Æ'è ®Å Ã£â‚¬â€š 13. ï ¼â€™Ã¯ ¼ Ã¯ ¼ Ã¯ ¼ Ã¥ ¹ ´Ã¯ ¼Å'ä ¸â‚¬Ã¤ ½ Ã¨  ¯Ã¦â€"‡æ‰€å“ ¡Ã¥ · ¥Ã£â‚¬Å'æÅ'‰éÅ' ¯Ã¦Å½ £Ã£â‚¬ Ã¯ ¼Å'把å ¾Å'å‚™é› »Ã¦ º Ã©â€"Å"掉ï ¼Å'ä » ¤Ã©â€º »Ã¨â€¦ ¦Ã§ ³ »Ã§ µ ±Ã§â„¢ ±Ã§Ëœâ€œÃ¯ ¼Å'Ã¥ ¼â€¢Ã¨â€¡ ´Ã¨â€š ¡Ã§ ¥ ¨Ã¤ º ¤Ã¦Ëœâ€œÃ¥ Å"ä ºâ€ Ã¯ ¼â€™Ã¯ ¼ Ã¥Ë†â€ Ã© ËœÃ£â‚¬â€šÃ¤ ½â€ Ã¨  ¯Ã¤ º ¤Ã¦â€°â‚¬Ã¨ ¡Å'æ” ¿Ã§ ¸ ½Ã¨ £ Ã¥ ¾ Ã¨â‚¬â‚¬Ã¨  ¯Ã¥  â€¦Ã§ ¨ ±Ã©â‚¬â„¢Ã¥  ªÃ¦Ëœ ¯Ã£â‚¬Å'ä º ºÃ¦â€°â€¹Ã¦â€ž Ã¥ ¤â€"〠Ã¯ ¼Å'ä ¸ Ã¦Ëœ ¯Ã£â‚¬Å'ä º ºÃ§â€š ºÃ©Å' ¯

Conflict in The Interior Castle by Jean Stafford Essay -- essays paper

Conflict in The Interior Castle by Jean Stafford The Interior Castle by Jean Stafford is a very disturbing but thought-provoking story of a woman who creates a separate world within her head after being severely injured in a car accident. The conflict of the story is Pansy’s attempted escape from pain. Throughout the story she develops an incredibly intricate world within her own mind. She attempts to run from the pain she feels by retreating into this world in which she has made for herself. After arriving at the hospital with severe facial and cranial injuries due to a car accident, Pansy Vanneman began to lock herself away within her head in silent, unspoken hopes of escaping the terrible pain that surged throughout her body. She spoke mainly to herself within her head and very rarely graced the nurses or attendants with any words at all. She began to wrap her entire existence around what she thought was her one true reason for living: her brain. She did not necessarily worship her mind, but it was the organ itself that intrigued her. In the accident, her brain had been unscathed and she now believed it was some magnificent being that was above anything or anyone that came in contact with her. Throughout the story, Pansy tries to escape any form of pain she feels by retreating deep into her mind, her â€Å"jewel†, as she called it. Even gazing out of the window from her hospital room causes her some form of pain. She sees nothing but death and sadness in the world as she gazes upon the cold, lifelessness of winter. Everything appears cold and dead to her. Her escape is always into her â€Å"sacred brain†, as she thought it should be called. It seemed from time to time, her brain would let her down in one way or another. The bra... ...for by throwing herself around in such ways, she ran back into her mind, hoping to escape any damage that might be done to her. Still, in the end, her brilliant brain, lying in its â€Å"shell-pink satin case†, could not save her from the pain. It couldn’t stop the physical pain of her injuries and it couldn’t block out the reality of the real world. She felt it had failed her by allowing her to be violated by such hurt as the good Dr. Nicholas had inflicted upon her. It could not even shut out the fact that she would one day have to return to the world in which everyone else lived. She lay there, in horrible pain, with what she now referred to as her â€Å"treasureless head†. Pansy believed her brain to be so superior to all things; she thought it could shut out the real world for the rest of her life. When she realized it could not do so, it suddenly lost its worth.

Frederick Douglass’ Paper Essay

This map portrays a mass exodus into the Northern states as well as Canada. The trip from Louisiana to Indian was an arduous expedition taking several weeks or months to transverse. In this trek African Americans prove their stalwart bravado in the face of danger and prove that their freedom is worth the trail . Frederick Douglass With the idea African American influence in the Civil War, the name of Frederick Douglass is synonymous with freedom, or free blacks. His belief in an unshackled African American race led him to be the spokesman of abolishing slavery. His importance in shaping the fate of the Civil War is found in his being a voice for the freed slave, the oppressed slave, and the sympathizers of abolition. He changed the course of the war simply by speaking out and demanding to be heard, as well as his actions against oppression. His advocacy in abolition changed the tide of not just the war, but also the mentality of many whites to the capabilities of blacks, their intellect, as well as their strength and ingenuity in battle. Douglass was not only a lecturer on anti-slavery but he was a journalist and writer as well. Douglass was invited to join the Anti-Slavery Society and journeyed on a circuit across the Northern states to speak out against slavery by using his own life as a basis for others to become abolitionists. During one of Douglass’ speeches in Pendleton Indiana he is accosted by a mob and has his right hand broken, only a friend and fellow abolitionist stopped the mob from murdering Douglass; in this story and many others, Frederick proves to be a guiding light for other African Americans to unite and be free. Along with these feats of bravery, Frederick Douglass has a magazine entitled Frederick Douglass’ Paper, and subsequently has another paper entitled, Douglass Monthly in which he speaks of the horrendous nature of slavery, its disgrace to humanity and ways in which free blacks are regaining their lives in this country. (Tracy O. 2005). Bordewich describes Frederick Douglass as such, Douglass was one of the most charismatic members of an emerging generation of black intellectuals who were beginning to give African Americans a national voice through antislavery lecturing, journalism, and the ministry. More than anything else, however, it was the steady growth of independent black churches that provided the African American with what John Mercer Langston, the found of the Ohio State Anti-Slavery Society, a black organization called the ‘opportunity to be himself, to test his own powers. ’ (226) The bases of Douglass’ speeches were to encourage abolitionists’ fight in freedom of the African Americans. Many parts of the Northern states were still segregated, especially in areas that could prove to encourage African Americans to learn and be educated. In a Philadelphia, Robert Purvis instituted a black library . In New York, David Ruggles instituted a similar library. Blacks were rising up; they were speaking their minds about suffrage, about oppression, discrimination on public transportation, and schools. Frederick Douglass aided in the movement of a race to define themselves as free to a forming nation, and with the idea of personal liberty laws helping to protect fugitives once they entered the North, this movement quickly became a staple in Douglass’ speeches as well as becoming a changing force in the course of the Civil War. (Bordewich, 226). In striking contrast to white abolitionists, black abolitionists incited their own personal struggles with slavery to get their point across that humans do not belong in bondage. In extreme cases of rebellion groups, some believed in the taking up of arms against their former masters and in the issue of slavery using the events happening on the Amistad d as a vehicle to incite further rebellion and to stoke the fires of freedom and to attest that the supposed supremacy of white slave owners could be overthrown (Bordewich, 227). The antislavery movement, with the help of Frederick Douglass, became one which, though devastated the South’s economy, defined the history of a nation during the Civil War. During his speech with the Anti-Slavery Society, Douglass met with many other like-minded abolitionists, and the lectures proved to be indispensable in allowing the general public to know what abolition was and why it was so integral in the Civil War. As Bordewich describes of Douglass’ life during these lectures. The antislavery movement provided Douglass and a host of his fellow speakers with a forum for their views and life experience that African Americans had never enjoyed before. The stories that they told of floggings, sadistic overseers, shattered families, and prostituted mothers and sisters overwhelmed skeptical Yankees for whom slavery was an unpleasant but abstract national problem, and turned thousands of them into active abolitionists. Douglass soon became one of the movement’s most popular lecturers. ‘All the other speakers seemed tame after Frederick Douglass,’ Elizabeth Cady Stanton wrote, after a convention at Boston’s Faneuil Hall. His immensely popular autobiography, first published n 18445, made his name close to a household word (227) Douglass was so adamant about his views of abolition that once during a train ride where he paid for his first class ticket he refused to leave his seat despite the insistence of the conductor. When his refusal couldn’t be tolerated any longer, the conductor had six men physically lift him from his seat to try and remove him due to the enforcement of Jim Crow laws. (Bordewich, 228). The Anti-Slavery Society offered Douglass the opportunity to lecture in New England in the spring of 1843. The lectures began in Vermont and New Hampshire and they ended in Ohio and Indiana. As Bordewich states of this event, Douglass was selected as one of the corps of traveling speakers who would cross the country. He was thrilled. This was his breakthrough, his opportunity to carry his message to a national audience. ‘I never entered upon any work with more heart and hope,’ Douglass wrote. ‘All that the American people needed, I thought was light. Could they know slavery as I knew it, they would hasten to the work of its extinction. ’ 228. Among some of the other noted lecturers there were Charles L. Remond, Henry Highland Gernet, Amos Beaman, and Charles M. Ray. During this period, Frederick Douglass found within himself the ability to offer to an audience the reality of slavery through his own tale of it, and his eventual fugitive state and then freedom. The Church In times of crises, faith is tested, and through this testing there is a revelation of belief and a growing of churches. During the Civil War, both the enslaved blacks and the freed blacks depended on a source of stability and in no other place was this found more strongly than in the church. The church provided a meetinghouse for abolition events (lectures, etc. ), it gave the black community not only a place in which to worship but also a place in which to become united as a people. Not only were many Northern abolitionists found within the sight of the church and religion but also many blacks found within the church a place of sanctuary. As Bordewich states on the subject of black revival religion. Between 1863 and 1846, African Methodist Episcopal congregations grew from eighty-six to nearly three hundred, and spread from the churche’s orginal base in Philadephia as faw wast as Indiana. Black Baptist churches, meanwile, had grown from just ten in 1830 to thirty-four in 1844. Not surprisingly, black churches were usually outspoken in their denunciation of slavery, and many of them were woeven into the web of the abolitionist underground, like the Bethel AME church in Indianapolis, a key station on the Underground Railroad, and Cincinnati’s Zion Baptist Church, which regularysheltered fugitives in its basement (226). Religion was also a source by which the African Americans could be educated. In this turn of events it is not necessarily the African Americans who were a great influence on the Civil War but the war gave them an opportunity to become educated and this happened mainly through studying the bible and learning to read it and become familiar with its morality. In the South, the general opinion was that education for blacks was not stunted through un-exposure to education, but the North held a very different idea ; being removed from the obstacle of slavery allowed freeman to discover their propensity for learning. It is through religion that this education was made possible, as Glatthaar states, â€Å"The more Southern black soldiers studied the Bible, and the better they learned to read and write, the sooner proper character, represented by morality, thrift, industry, and striving for perfection, would take shape among these new freedmen. In turn, this would help to uplift the entire South† (225). The view taken by the abolitionist movement in regards to religion and education was that in the reconstruction it was essential for African Americans to be able to read, write and do arithmetic. One of the overwhelming sentiments that came out of the Civil War was the engrossment of religion to the newly freed blacks. Their strength now came form a religious source and this source gave them the means by which to discover for themselves the true meaning of freedom and gratitude for that freedom. This can best be described through McPherson’s quoting of Susie King Taylor , There are good friends to the negro. Why, there are still thousands that have not bowed to Baal†¦Man thinks two hundred years is a long time, and it is, too; but it is only as a week to God, and in his own time-I know I shall not live to see the day, but it will come-the South will be like the North, and when it comes it will be prized higher than we prize the North to-day. God is just; when he created man he made him in his image, and never intended on should misuse the other. All men are born free and equal in his sight (314). McPherson goes on to give detail about sentiment in the church, and Rev. J. Sella Martin a former slave became pastor of the Joy Street Baptist Church in Boston and wrote this note to Frederick Douglass, Just think of Dimmick and Slemmer (Union Officers) sending back the fugitives that sought protection of them. They refuse to let white men sell the Southerners food, and yet they return slaves to work on the plantation to raise all the food that the Southerners want. They arrest traitors, and yet make enemies of the colored people, North and South; and if they do force the slave to fight for his master, as the only hope of being benefited by the war, they may thank their own cowardice and prejudice for the revenge of the negro’s aid and the retribution of his bullet while fighting against hem in the Southern States. I received a letter form Mobile, in which the writer states that the returning of those slaves by Slemmer has made the slaves determined to fight for the South, in the hope that their masters may set them free after the war, an when remonstrated with, they say that hey North will not let them fight for them (23). The influence that can be seen today with religion and African Americans is the vastness of churches rising across America, and the gospel hymns inspired by wanting to break free of slavery.

The Case of the Missing Italics

In a column by Boston Globe journalist Ellen Goodman, this odd-looking sentence caught my eye: Lets go back to a McCain op-ed that did run in The New York Times before the invasion. Funny, but Id seen this sort of thing before—in a George Will column (from May 2007) that appeared in the online edition of The New York Post: This citys taxi cartel is offering an audacious new rationalization for corporate welfare, asserting a right -- a (BEG ITAL)constitutional(END ITAL) right, (BEG ITAL)in perpetuity(END ITAL) -- to revenues it would have received if Minneapolis City Council had not ended the cartel that never should have existed. Obviously, the parenthetical remarks are computer-speak for begin and end italics—a message that in these two cases had been improperly coded, transmitted, or received. Not an especially newsworthy matter, perhaps, but the question arises: why do newspapers still experience such problems with italics? An answer, of sorts, can be found in The Associated Press Stylebook, the (American) journalists bible: Italic type face cannot be sent through AP computers. Turning for amplification to Ask the Editor at APStylebook.com, we find a number of inquiries pertaining to italics--all of them answered patiently by David Minthorn in more or less the same way: Is it correct to italicize car names, for example, would Prius in Toyota Prius be in italics? - from Pasadena, California on Wed, Jul 30, 2008Italics arent used for car names or anything else in AP news stories. Dont be confused by italicized examples in the AP Stylebook.What is the rule for the title of academic journals? Should they be italicized or put in quotation marks? - from Little Rock, AR on Wed, Jul 09, 2008AP uses straight type for titles of academic and other journals, no quotation marks or italics, principal words capitalized.Us Magazine (entire thing ital) or Us magazine (no ital on magazine)? - on Tue, Jun 03, 2008 Us Weekly . . . AP doesnt use italics in news stories.What is the correct style for the New England Journal of Medicine? Italics or quotation marks? Thanks in advance. - from Washington DC on Tue, May 06, 2008No quotes or italics for titles of publications, so its correct as written.Boat/Ship names should be italicized, but in the instance of USS Arizona, wo uld USS also be italicized? - on Tue, Apr 22, 2008The AP Stylebook would only use USS Arizona in italics as an example, to differentiate from a definition. In AP news stories, italics arent used because the typeface doesnt transmit through all computers. Were left to wonder which model of Kaypro computer the AP still relies on. Most style guides (those without AP in the name) advocate the use of italics for emphasis and with titles of complete works—books, plays, movies, magazines, CDs, television series, and works of art. But then, if you subscribe to The AP Stylebook, theres really nothing left to learn about italics. More About Online Resources for Writers: Top Three Grammar and Usage Advice SitesTop 10 Blogs for Writers, Editors, Teachers of WritingTop Five Business Writing Sites