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If you order your research paper from our custom writing service you will receive a perfectly written assignment on A recent Failure i experienced. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality A recent Failure i experienced paper right on time.

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Question A failure that I Experienced

A failure that shocked me the most happened recently in December 00. On the recommendation of my physics teacher , I was lucky enough to get enrolled into the Apotex, Canada's largest pharmaceutical company's mentorship program in collaboration with our school.. At the end of the program the students were to be awarded a certificate from Apotex inc., and bonus % in physics class as well as invaluable knowledge and understanding. In addition to that one of the students enrolling into this four-month program was expected to get a summer job at Apotex inc..I was willing to take part in the program mainly because of the impressive summer job opportunity.

For the first three months we were exposed to different areas of the company .I did fairly good on the first few meetings with our mentors from Apotex inc. There used to be a question session after every meeting, which I always took part in and then we used to get different tasks as homework, I made sure I was In time to hand those in. Thus I was a prominent student in the program and it looked like I would get the summer job for sure.

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The last meeting of the program was to meet a mentor. Every student had to go to the office of the company and see an employee. I was scheduled to see the Associate, professional Affairs of the company, Christopher Potter on the 5th of December.I made all the efforts to get done with my other projects so I can go see Chris on the set date. I tried to manage hard but the school workload was just too much for me to handle and I could not make a final appointment with Chris. All other students went and met their mentors. I felt really bad about it and didn't want to quit. Two weeks after my appointment date, I decided to call Chris and tell him I want to see him on a new date but I didn't have his contact number. I talked to the program incharge teacher but she told me that the program was over and she could not help me.

Though after a lot of struggle I finally made to see Chris but I had lost the opportunity to qualify for the summer job that could have turned into my full time future job. Just one meeting that I missed wiped out all the efforts I made throughout the three months. I only got % bonus and also got the certificate for participating in the program.

I have learned that to get the best, you have to prove you are the best. You have to go above and beyond to show your abilities. You have to be organized and have to have good team working skills and willingness to accept responsibilities. A little mistake can make you pay a high price.

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If you order your research paper from our custom writing service you will receive a perfectly written assignment on cornell college essay. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality cornell college essay paper right on time.

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Important Question posed Who and how has someone influenced you to be the person you are today?

Every week for the past three summers I¡¦ve paid a man who insults my short, pudgy figure and makes me run in the blistering heat. I endure this treatment not only because I want to, but also because I know that if I do not, I will let myself down as well as an influential friend. A typical conversation during my private lesson between my tennis coach Ogidi Obi and me sounds like this

¡§Get off your lazy butt, Greg.¡¨

¡§I¡¦m sorry, Ogidi.¡¨

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¡§You should be playing every day. Why aren¡¦t you?¡¨

¡§I have a lot of homework these days. My classes are getting tougher.¡¨

¡§What do you do each day for fitness? 50 crunches? 1000 jump ropes? 1-mile run? Not enough. Do twice that a day.¡¨

¡§Ok, I¡¦ll start tomorrow.¡¨

¡§You don¡¦t have the time and energy to do fitness and homework? Tough.¡¨

Usually I wouldn¡¦t take this abuse without a rebuttal but there is something about Ogidi¡¦s tone of voice that pushes me to continue this rigorous routine. Perhaps its because in the back of my mind I know that he is looking out for my immediate and long-term results and that its not out of spite, anger, or as an abuse of his authority over me.

Ogidi has always pushed me to my physical limits to progress my tennis game. Earning his respect required hard work and toil, both of which I put forth because I admire his ability to play tennis. He is a tall, gangly, 8 year old, African-American man who laughs like a gangster from an old black and white film. Throughout our friendship on and off the tennis court we have shared many deep thoughts to one another. Our conversations have spanned from technique on striking the tennis ball to philosophical and religious issues. I have learned to look for the next point and not to dwell on the past. The fact that we contrast so much makes our friendship all the more comical.

Speaking of differences, Ogidi is extremely intimidating, unlike myself. The first time I met him I panicked just approaching the court he was on. I stumbled over my clumsy feet and my hands trembled to the point that my racquet fell out of my sweaty palms. I don¡¦t know whether it is because he is a foot taller than me or because he looks angry most of the time, but he just has an unconscious ability to make a person¡¦s heart beat just a little faster in fear. However, he also has an affable side that has kept me sane through the craziest of times.

During my strenuous junior year, for instance, Ogidi provided me a way to relax, have fun, and release my aggression through tennis. He changed from being just a trusted friend to becoming a sage advisor. His wisdom guided me through my hectic year and boosted my confidence into the tennis season. I would end up avenging losses against people I thought I never could beat at tennis and he helped me relax by exposing me to daily meditation exercises. Without a doubt Ogidi Obi has influenced me in a larger way than I had ever imagined he has given me a better eye for the tennis court and a better vision for life.

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Should I blow the money or save it? Should I go to church? Decision-making is considered to be a significant variable to differentiate childhood from adulthood. I have dealt with situations where a single decision could deeply affect me or a group of people. Some of these were more serious than others, and my conscience directed the choices. In the past, I wouldn't take the time to evaluate consequences of my decisions. That Thursday afternoon made me think twice.

The midday sun blinded me through the van's open windows. Sweat softly trickled onto my tattered jersey as I fastened my shoulder pads. I hated rushing to football practice while adjusting my uniform in a car without air-conditioning. My closed eyelids now felt the perspiration from my forehead. When I was satisfied with the fitting of the oversized pads, I brought my hand to a saluting position and blinked my eyes open.

"I told you to get ready earlier," my mom pointed out. She was always fanatical about arriving everywhere on time.

"It's okay, practice doesn't start for another five minutes," I replied.

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I could care less about being late. I had received a second consecutive C on a test, and this time it was math, my easiest subject. Football had consumed a lot of my time this week and I was still adjusting to the higher demands of seventh grade. During the past years, my teachers had been considerate the first couple of weeks. I had another load of homework to complete that night.

"How was school?" she asked. "I noticed you were up late finishing that project."

"I think the teacher liked, it." I decided not to mention the test. The last thing I wanted was to be yelled at before a long practice.

"She must have if it took you that long," she suggested. "I'm glad you're getting your homework done."

"I just hope the next few months aren't like this. I have a lot to do tonight."

"Again?" She had that glare I had become accustomed to. I have learned that her dark brown eyes did a poor job of concealing her feelings. Even her reserved voice could disguise her deepest emotions, but I could read the uneasiness in those reflective eyes.

"Are you sure you want to continue with football, Randy? I've been worried about you a lot lately," she asked, glancing at me with questioning eyebrows.

I delayed my response. The thought of not participating in my favorite sport had not only been unimaginable, but it seemed unnatural. Ever since I tackled my first opponent at the age of eight, my passion for football had been constantly flourishing. It had more meaning to me than just an extracurricular activity. At times, I would somehow wake up willingly on a Monday at the thought of being able to put on the pads.

"I love football," I finally answered.

"I know you do. I just think a break from school at this time would benefit you."

"But I've always been able to play before."

"You're right, but this is a lot different. Seventh grade counts more towards high school. Besides, taking one season off wouldn't be such a drastic change. It's not like football will play a major part of your future life. On the other hand, if…" I zoned out as she continued to lecture. Her small lips moved without sound.

I couldn't understand why my mom, who had enrolled me into numerous sports and activities, was suddenly concerned about my capacity to take part in football. Maybe I was engulfed in stress from school but quitting football hadn't been an option. I began to think about achieving a high GPA the past years and goals I had for getting into a good high school. What could football offer me after high school anyway? I acknowledged the fact that my priorities would establish my future.

"… so if you want we could turn back home and you can sleep on it tonight," she added.

"Yeah, I guess that's best," I said with a sound of disappointment. My mom was a little taken back at my response. Even I was surprised with myself.

At the time I couldn't recognize the significance of my decision. My answer had indicated a mature judgment not driven by selfish desire. For once, I made the less favorable choice, perceiving the eventual outcomes. My grades reflected a greater dedication to schoolwork. The following two years, I signed up for football again with a greater ability to balance my schedule. I used the extra time I had to develop a better approach to academics and it paid off in the long run.

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If you order your research paper from our custom writing service you will receive a perfectly written assignment on descriptive essay. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality descriptive essay paper right on time.

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Allen Ginsberg, a beat poet, made his debut appearance in the 160's with his

poem "Howl" (see Appendix A). The poem made headlines and began a new era of

poetry that was influenced by 'sex, drugs, and rock and roll'. Ginsberg's writings were

a combination of Blake, Whitman, Pound, and Williams, all of which he met while he

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was attending Columbia University.(Schwartzman) With his new style of writing,

Ginsberg opened many new doors for poets and writers in America. He had no fear

of writing what exactly was on his mind or what he thought. Many times, his writings

were influenced by the affects of mind - altering drugs such as inhalants, marijuana,

and LSD.(Gates) Drugs were the main influence in Ginsberg's writings, which could

be attributed to his new family life, new - found - friends from Columbia University,

and the era in which he lived.

Allen Ginsberg was a poet who, at times, seemed to care more about others

than he did about himself. From the time that his life began, he had to help look after

others. His father, a published poet and high school teacher, died when Allen was the

ripe age of ten years old.(Fass) This lack of a male figure in his life could very

possibly be the reason that he was gay. Ginsberg's mother was a radical Communist

who also was a nudist. She went tragically insane in early adulthood. It was made

obvious to his readers that Ginsberg loved his mother when he wrote a poem for

her(Appendix B). In Allen's life, the absence of parental support added to his mixed

feelings about sexuality had a heavy influence on his writings.(Fass)

Ginsberg attended school at Columbia University intending to be a left - wing

lawyer, like his father had wanted him to be, but soon he fell in with a bad crowd who

was out of the literary, cultural, political, and sexual mainstream. In 156, Ginsberg

wrote the poem "Howl"(see Appendix A), which made him notorious. It was said to be

a prophecy of the hell - and - heaven that was to break loose in the 160's.(Gates)

After that poem had received publicity, Ginsberg said that he wanted to be known as

the most brilliant man in America.(Gates) That wish was granted when Allen began to

be known as the literary voice that was most known and respected by young

Americans. He was a mystic, an original beatnik, a political protester, and probably

the free spirit that everyone at some time was has wished that they could be(Tytell).

This hippie scene in the early 60's was where he and his friend Timothy Leary

worked together to publicize Leary's new discovery, the psychedelic drug LSD.(Fass)

Allen also experimented with Benzedrine, marijuana, and cruised gay bars with his

new friends.(Kramer,XV)

Ginsberg devised his stance and long - breathed cadences from the Bible,

Blake, Christopher Smart, and Whitman -- with special effects courtesy of LSD, speed,

and laughing gas(Gates). In 17 he took Buddhist vows. If they didn't interfere much

with his appetite for sex, drugs, and hanging with rock stars, they surely deepened his

sense of the transitory nature of these pleasures, and the void beyond.(Gates) It was

not hard to see the effects of these drugs on his life. Ginsberg died at the age of 70.

On his deathbed, he wrote twelve poems including "Death on All Fronts" (Appendix A)

His last and longest talk was with William Burroughs, 8 at the time, who had

introduced him to the "druggy gay - hipster lowlife" in the 40's.(Gates) Ironically,

Allen Ginsberg died shortly before the 0th anniversary of The Summer of Love in

San Francisco. And most probably, there would have been no hippies, no flower

children, no Sixties revolution had it not been for The Beats of the 50's and early 60's,

and for Ginsberg, Kerouac, Leary, Ferlinghetti, and the others of that preceding time

of alternatives.(Fass) To add to Ginsberg's accomplishments, he also coined the term

"Flower Power" in the 160's(Vortex). This related to the time period in that it was a

term that was used quite regularly. It was used to send the message of peace.

The techniques that Allen Ginsberg used could be summed up with two words

Beat Generation. This was a literary movement that began with such writers such as

Ginsberg, Kerouac, Ferlinghetti, and Snyder. This generation and its subculture were

known for its "restlessness, and alienated nature" (Anderson,118). The beat generation

joined forces with other writers that had similar beliefs and made a group called the

San Francisco Renaissance. Ginsberg became known as a kind of literary and

psychological guru (Anderson 118). He wrote in open forms while exploring Eastern

and Western mysticism from Buddha to William Blake. While he was greatly

concerned with the human psyche, he was also concerned with action against war,

the abuse of nature, and all curbs on freedom (Anderson 118). The poem "Homework"

clearly displayed his concerns as shown in the excerpt "If I were doing my laundry I'd

wash my dirty Iran/ I'd throw in my United States, and pour on the Ivory Soap, scrub

up Africa, put all the birds and elephants back in the jungle" (Anderson 118).

In Ginsberg's writings, he used free verse (Appendix A,B) to reproduce how

people speak naturally. He wanted nothing unnatural in his poetry. It's possible that

Ginsberg got this style from Whitman, his mentor, who was the first American poet to

use free verse (Anderson 1144). Ginsberg also used imagery in many of his poems.

Several of the poems that he wrote , too explicit to repeat, gave the reader a very

clear image of what he was explaining or where he wanted the reader to feel.

In addition to Ginsberg's poetry, there were many other works that were

related to the use of drugs during the time period of the 150'5 - 160's. One of the

works was Alice in Wonderland. Thought to be an every - day children's story,

viewers can see in the movie that Alice experiences many hallucinations that could

be caused by drugs. Many critics say that the story is nothing but a story of a girl on

LSD (Vortex).

Allen Ginsberg, a mentor to many young writers and free spirits, was a man

who followed his heart, which sometimes led him down the wrong path, but helped

him to become a poet that many people look up to. His ideals were fresh and down to

earth. This and the fact that Ginsberg was against war and pollution and into the '60's

scene' made him the perfect hippie.

Of all of the things that Ginsberg contributed to America, the realism that

everyone can make a difference no matter what life style they lead was the most

important thing. Though his writings were obviously influenced by drugs, he opened

eyes and hearts to a new vision. That vision was peace, love and happiness.

Appendix A

excerpt from Howl

I saw the best minds of my generation destroyed by

madness, starving hysterical naked,

dragging themselves through the negro streets at dawn

looking for an angry fix,

angelheaded hipsters burning for the ancient heavenly

connection to the starry dynamo in the machin-

ery of night,

who poverty and tatters and hollow-eyed and high sat

up smoking in the supernatural darkness of

cold-water flats floating across the tops of cities

contemplating jazz,

who bared their brains to Heaven under the El and

saw Mohammedan angels staggering on tene-

ment roofs illuminated,

who passed through universities with radiant cool eyes

hallucinating Arkansas and Blake-light tragedy

among the scholars of war,

who were expelled from the academies for crazy &

publishing obscene odes on the windows of the

skull,

who cowered in unshaven rooms in underwear, burn-

ing their money in wastebaskets and listening

to the Terror through the wall,

who got busted in their pubic beards returning through

Laredo with a belt of marijuana for New York,

who ate fire in paint hotels or drank turpentine in

Paradise Alley, death, or purgatoried their

torsos night after night

with dreams, with drugs, with waking nightmares, al-

cohol and cock and endless balls,

incomparable blind; streets of shuddering cloud and

lightning in the mind leaping toward poles of

Canada & Paterson, illuminating all the mo-

tionless world of Time between,

Peyote solidities of halls, backyard green tree cemetery

dawns, wine drunkenness over the rooftops,

-San Francisco, 155 - 156

(Austin)

Appendix B

excerpt from Kaddish

It leaps about me, as I go out and walk the street, look back over my shoulder,

Seventh Avenue, the battlements of window office buildings shouldering each other

high, under a cloud, tall as the sky in an instant -- and the sky above -- an old blue

place.

or down the Avenue to the south, to -- as I walk toward the Lower East Side -- where

you walked 50 years ago, little girl -- from Russia, eating the first poisonous tomatoes

of America -- frightened on the dock --

then struggling in the crowds of Orchard Street toward what? -- toward Newark --

toward candy store, first home-made sodas of the century, hand-churned ice cream

in backroom on musty brownfloor boards --

Toward education marriage nervous breakdown, operation, teaching school, and

learning to be mad, in a dream -- what is this life?

(Austin)

Works Cited

Anderson, Brinn1an, and Legget, Arpin, Toth. Elements of Literature. 5th Course.

New York Holt, Rinehart, and Winston, Inc., 18.

Austin, James. "Holy Soul Jelly Roll - Poems and Songs (14 - 1)". Alta Vista.

WWW.//8 http//www.rhino.com/features/liners/716lin.html

Fass, Don. "America Online - (Allen Ginsberg Tribute)". Yahoo. WWW. //8.

http//www.sftoday.com/enn/ginsberg.htm

Gates, David. "Holy the Bob Apocalypse!". Newsweek. 4/14/8.

Ginsberg, Allen. Collected Poems. New York Harper & Row Publishers, 184.

Kramer, Jane. Allen Ginsberg in America. New York Random House Inc., 16.

Schwartzman, Paul. "Beat Generation Poet Allen Ginsberg Death at 70." Ocala Star

Banner 4/6/7.

"Thru the Vortex Allen Ginsberg and his Poetry". /1/7. Yahoo WWW. //8.

http//www.geocities.com/soho/cafe/181/

Tytell, John. "Allen Ginsberg, American Poet, 16 - 17". Yahoo. WWW. //8.

http//www/levity.com/corduroy/ginsberg/home.htm

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Abstract

According to Grice's theory, people follow the Cooperative Principle in conversation. But actually because of the politeness£¬we communicate usually more than we say explicitly. In this paper, through the introduction of the Cooperative Principle and its violation, this paper further discusses the Polite Principle and its application in conversation, and introduces how to adhere to the Polite Principle to save face for each other and develop the conversation. What's more important, this paper further discusses the importance of the Polite Principle and poses the methods of obeying the Polite Principle in education. The investigation of this aspect has its profound value in contemporary education.

Key words the Cooperative Principle, the Polite Principle, the face-saving theory, education

The Polite Principle and Its Application in Education

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Introduction

Traditionally, teachers and school administrators make decisions and rules, and then impose them on students. But contemporary education requires the new relationship between teachers and students. In this new type of relation, teachers and students enjoy the equal status. The responsibility of teachers is to build the bridge that leads the students to success. The students are both the object and the subject of education. They are also sociable and thinking, not just the 'products' of education. So in order to make the students be educated, they should first be respected. But in what way the students can be respected?

P.Grice's theory of Cooperative Principle claims that we should follow the principle to develop our conversations. But we can't notice that the speakers often violate them. Why? In their research, Brown and Levinson found that was because of politeness. In order to cooperative in our communication, people should follow the Polite Principle to save face for the others. For the cooperation of education, teachers should also be polite to give the respect to the students. That's to say, the Polite Principle also plays an important role in contemporary education.

Demonstration

A. The Cooperative Principle and its violation

P. Grice believes that there must be some mechanisms governing the production and comprehension of these utterances. He suggests that there is a set of assumptions guiding the conduct of convention. This is what he calls the Cooperative Principle. And in order to explain further the Cooperative Principle, he borrows from the German philosopher Immanuel Kant four categories quantity, quality, relation, and manner. That is, the Cooperative Principle is specified from these four aspects. And the content of each category is known as maxim the maxim of Quantity, the maxim of Quality, the maxim of Relevance and the maxim of Manner.

But in the process of language using, we usually come across some sentences that are used in actual situations and have some extra meaning. We can always see that speakers do not always follow these maxims; in fact they often violate them. But that is not the point. The important thing is that whether the speaker follows or violates these maxims, he produces some implicature---a kind of extra meaning that is not contained in the utterance. For example, according to the maxim of Quantity, if I say, 'the flag is white.' It has the implicature that 'the flag is only white; not red, blue and white', otherwise, I should have said so. Inferences also arise from the assumption that the maxim of Manner is being observed. For example, events are often told in the order of their occurrence. Thus ' Li hit Wang and Wang hit Li ' would be interpreted differently from 'Wang hit Li and Li hit Wang '. When any of the maxims is blatantly violated that the hearer knows that it is being violated, the conversational implicatures arise. For instance, 'is this your pen?' which appears to be a question about the ownership of a pen, may be used as a request to mean 'may I use your pen?' or as a reminder meaning ' you've left behind your pen', or as an order meaning 'pick it up'. How can this be possible? Why the speaker violate the Cooperative Principle to express in an indirect and implicit way. What is their purpose to do so?

B. Polite Principle and FST

Though we can't say that the violation of the Cooperative Principle and the production of the conversational implicature are all because of the demand of the politeness. In many cases, it is really the consideration of politeness that causes the speaker to do so. Leech (1880) has given the following examples

E.g.1 A We'll miss Bill and Agatha, won't we?

B Well, we'll all miss Bill.

E.g. Parent Someone's eaten the icing off the cake.

Child It wasn't me.

In Example 1, obviously B violated the maxim of Quantity, A used the tag question to aim to get B's agreement or disagreement about his opinion, 'we'll miss Bill and Agatha.' But B's reply just confirmed A's opinion partly, 'well, we'll all miss Bill.' This was not because that B was short of information. He can completely add the sentence 'but not Agatha' and made the information that he offered, more complete. But he didn't do so. Instead, he intentionally made A feel that there was something he had hold back. The blatant violation of the maxim of Quantity can be only explained that it is because of politeness. B doesn't want to displease someone overtly.

Example is typically the dialogue between the parent and the child. In fact, the parent knew clearly who has eaten the icing. But he didn't blame the child directly and employed an indefinite pronoun 'someone', only to refer that someone has eaten the icing. So he violated the maxim of Quantity and made his expression be polite.

Politeness is a sociocultural phenomenon, roughly to be defined as showing, or appearing to show, consideration of others. Politeness can thus be seen as one of the basic social guidelines for human interaction. The goal of politeness can then be described as reflecting or realizing the social or interpersonal function of language with politeness being 'a system of interpersonal relations designed to facilitate interaction by minimizing the potential for conflict and confrontation inherent in all human interchange. Just like the above two examples, the speaker express himself in a tactful or an indirect way instead of using the impolite words to the listener.

For many researchers, politeness is a feature of language in use. Thus Brown and Levinson (187) and Leech (18) stressed the importance of politeness as a contextualised phenomenon. Further, it is generally accepted that politeness is a pervasive feature in human communication.

Based on Brown and Levinson's Polite Principle, influenced by Grice's Cooperative Principle, Leech has anew concluded and classified the Polite Principle. It can be classified into the following maxims Tact Maxim, Generosity Maxim, Approbation Maxim, Modest Maxim, Agreement Maxim, Sympathy Maxim.

In conversation, the Cooperative Principle adjusts the content of the utterance and makes the conversation goes on. And the Polite Principle has more effect of adjusting the utterance. It can defend the equivalent status and the friendly relationship of the speaker and the listener. Only under this premise, people can communicate with each other. If there is no politeness, it is impossible to make an effective communication. In order to stick to the Polite Principle, people even can sacrifice the maxim of the Cooperative Principle. Give an example, people sometimes tell lies to refuse the invitation. Though everyone knows the lie, it is more polite to tell lie than to refuse the invitation directly. As a 'real-world goal', politeness can be interpreted as the genuine desire to be 'nice' to others.

In their research, Brown and Levinson have found that in order to be polite, people avoid being frank and plain. In order to be polite, people say something but imply some other meaning. So they put forward the face-saving theory (FST).

In many language societies, when people put forward a formal request, he will use some formal words (e.g. use the indirect speech act to regret for his disturbance). When someone is not sure if it is appropriate to make a request, he may express himself in a more tactful way, to give the request by the conversational implicature. (E.g. at the table, someone says, 'it'll be nicer if it's a bit more salty.' The implicature meaning is to request the nearer to pass the salt for him.) In the above situations, the speaker do so to' save face' for himself and the audience.

To save face, we must employ the polite words. Only to save face, we can maintain the nice social relation, and communicate in a friendly atmosphere. And at last, realize the purpose of communication.

Brown and Levinson based their face-saving theory both on Grice's maxim theory and on Goffman's concept of 'face' as 'the positive social value a person effectively claims for himself by the line others assume he has taken during a particular contact '(Goffman, 1675). Face can be likened to a person's public self-esteem or self-image, which can be damaged, maintained or enhanced in interaction with others. Brown and Levinson extend Goffman's notion of face dividing face into positive face, which is similar to Goffman's face and negative face according to interactants' wants. A person's positive face is reflected in his desire for freedom of action and freedom from imposition. Deviations from Gricean maxims and motivated by employing strategies to counteract so-called 'face-threatening acts' (FTAs). By using these 'politeness strategies', speakers communicate both their primary message and also the message that they intend to be polite, which have the status of Gricean conversational implicature.

C. How to adhere to the Polite Principle

But how to be 'nice' to others, how to save face in our communication, that is, how to apply the Polite Principle in the conversation? Nearly every speech act constitutes in a specific way a threat to the Polite Principle, to the face of either of the two interactants. Certain linguistic strategies must be chosen from an elaborate repertoire of positive and negative politeness in order to provide redressive action. Certain linguistic strategies are employed

1. Positive politeness.

a. To show agreement.

E.g. That's a good idea. Why it never occurred to me?

The speaker shows appreciation to the listener's idea.

E.g. I quite agree with you that we cannot have it both ways.

The speaker shows agreement to the listener's idea.

b. To show the mutual cooperation.

E.g. You're right in saying so. I'll think it over and let you know my decision.

The speaker shows the understanding of the listener's idea and indicates that he will think about it.

E.g. I won't do it if you don't.

The speaker shows the flexibility. If the listener doesn't expect this event, the speaker will not do so.

c. To help the listener's desire to realized.

E.g. I sympathize with you and I'll do my best to help you.

The speaker shows the sympathy to the listener and makes the promise.

. Negative politeness

E.g. Never mind. I know that Robinson is a good friend of yours. I'll let David tell him about our decision.

The speaker doesn't force the listener, because he knows that the listener may be not willing to do this.

E.g. I'm sorry I didn't come to upset you. But that's a fact.

The speaker apologizes to show that he is unwilling to hurt the listener.

E.g. Under this circumstance, it seems best for one to let his colleagues know before any actions taken.

In fact the speaker is criticizing the listener, but he doesn't use the pronoun 'you', instead, he tries his best not to hurt the listener and save his face.

E.g. Let me help you with your suitcase. I'm going upstairs anyway.

The speaker wants to do the listener a favor. In order to make the listener feel at ease, he shows that he just help him by the way.

. To be covert. This strategy is mainly realized by the indirect utilization of FTA. i.e. realized by the violation of Grice's Cooperative Principle.

a. Violate the maxim of Relevance.

E.g. ----How do you think of my paintings?

----I don't have an eye for beauty, I'm afraid.

The speaker seems to give an irrelevant answer, but his implied meaning is that he doesn't like the paintings. This kind of speech act lessens the size of FTA.

b. Violate the maxim of Quantity.

E.g. A My husband doesn't stir a finger to help me with the housework.

B Women are women.

B's answer doesn't contain the necessary information and violates the maxim of Quantity. But his meaning is clear. That's to say the women are always garrulous to blame their husbands. This kind of speech act avoids the direct conflict.

b. Violate the maxim of Quality.

E.g. Teacher Where is Teheran?

Student In Egypt.

Teacher London is in U.S.A.

Obviously, what the teacher says is wrong. He violates the maxim of Quality. But the student immediately realizes that his answer is incorrect. The teacher doesn't directly point out the error, just to save face for the student.

d. Violate the maxim of Manner.

E.g. Miss X produced a series of sounds that corresponded closely with the score of 'Home Sweet Home'. This sentence means, 'Miss X sang ¡®Home Sweet Home''. The speaker expresses this meaning in so many words. He violates the maxim of Manner; only want to save face for Miss X, and to express this meaning by conversational implicature.

D. The application of Polite Principle in education

Politeness is a feature of language in use. It pervades every aspect of our life. In teaching, as a teacher, in order to realize our purpose of education. Teachers need to establish a warm, caring, and supportive environment in which all the students are treated with care, respect, and compassion. They also must model acceptance and respect for the feelings of others. Teachers should avoid favoritism, sarcasm, or any other behavior that embarrasses or humiliates a student and save face for them.

1.The teacher should first find out why the students make mistakes and then give the education in the right way, not just criticize. It is the period of students' physical and mental growth in school. So the teacher should help the student maintain positive self-esteem and avoid sarcasm.

E.g. Class begins; a student rushes into the classroom out of breath.

Student Sorry, I'm late. Because¡­

Teacher (Be serious) Why you are so late? Don't you know you will make our class be criticized?

Student My bike's fall into broken in the half way. I ran to school.

Teacher You always have your reasons. Why don't you set out earlier? You must have slept over in the morning. Come to my office after class!

The student goes to his seat worriedly and can't focus his attention in the class. But if we change to another way, the same event will have a completely different result

Student Sorry, I'm late.

Teacher What's wrong? What has happened?

Student My bike's fall into broken in the half way. I ran to school.

Teacher I hope you will never be late again, ok? Go back to your seat as soon as possible. We'll begin our class at once.

The teacher gave both the sympathy and the requirement but no burden. This can let the student get into the state of study as soon as possible.

. Criticism is not the most important way in education. The teacher should mainly give praises. When the students are simply punished for disobedience, it does not promote the understanding that leads to higher levels of moral developments. Everyone makes mistakes. It is very common that the students make mistakes. Facing their mistakes, we should choose the right way to correct them.

E.g. There is a student who is very naughty. His study is the worst in the class. One day, the teacher found him copying some other's homework. But the teacher didn't criticize him as a typical 'bad boy'.

Teacher What are you doing?

Student (silence)

Teacher You write very carefully. In fact, yours is neater than that one.

Student Sorry, sir. I'm copying other's homework.

Teacher I'm glad that you can see your error. But if you do the homework by yourself, even if incorrectly, it is better than do nothing, yes? I hope you can let me know what you don't understand, so I can help you on time. OK?

So after class, this student said these words to the teacher, 'you haven't made me embarrassed. I know you don't hate me. I will try my best to make you satisfied.' In the following days, though the student is still naughty, he became to be warm-hearted to the classmates. So the teacher gave him a chance to be the monitor. The student himself even can't believe that the teacher would make such a 'bad boy' to be the monitor. So he became to try his best in study and working. This is how a 'bad boy' became an excellent student.

That's to say, teachers' praises and encourages are very important to the student. They first get the trust from the teacher, and then they get the self-confidence. Everyone has his merits and defeats. As a teacher, he should be good at discovering the students' merits and saving their faces. So we can help them to maintain a positive self-esteem.

. We'd better give the criticism in an indirect way. The following are the comments that the teacher gives to the 'bad' students.

E.g. In classes, you dare not put up your hands to answer the questions. When the teacher announces the result of the exam, you are so shame to want to go out. Why you always feel that you are inferior to others. I know you have difficulties in understanding the text and you don't know how to write a composition. But you can ask the teacher and your classmates. No pains, no gains. If you are more earnest in your study, you also can get high marks in the examination. The most important thing is that you can't look down upon yourself.

E.g. I know you want to make a progress, to be an excellent student, to make your parents happy. And you look forward to getting the teacher's praise and appreciation. But you are lazy and short of perseverance. You need more actions instead of words. Hurry up. Everyone hopes you make a progress.

So this kind of comment is tactful but concrete, explicit and sentimental. It can make a more close relationship between the teacher and the student.

Conclusion

In the above example and analysis, we can conclude that the polite principle is applicable in teaching. In the process of education, the Polite Principle should presuppose by the esteem to the student, based on different situation and then put to use. The above strategies can make our education more effective. So learning how to use the Polite Principle and utilizing it in education ought to become a basic skill of an educator. It has a perspective future in contemporary education.

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