A Piece Of Chalk Essay Analysis Examples - Essay for you

Essay for you

A Piece Of Chalk Essay Analysis Examples

Rating: 4.5/5.0 (43 Votes)

Category: Essay


Chalk dictionary definition

  1. A soft compact calcite, CaCO3. with varying amounts of silica, quartz, feldspar, or other mineral impurities, generally gray-white or yellow-white and derived chiefly from fossil seashells.

a. A piece of chalk or chalklike substance in crayon form, used for marking on a blackboard or other surface.

b.Games A small cube of chalk used in rubbing the tip of a billiard or pool cue to increase its friction with the cue ball.

  • A mark made with chalk.
  • Chiefly British A score or tally.
  • chalked. chalk·ing. chalks
    1. To mark, draw, or write with chalk: chalked my name on the blackboard.
    2. To rub or cover with chalk, as the tip of a billiard cue.
    3. To make pale; whiten.
    4. To treat (soil, for example) with chalk.
    Phrasal Verb:chalk up To earn or score: chalk up points. To credit or ascribe: Chalk that up to experience.

    Origin of chalk

    Middle English, from Old English cealk. from Latin calx, calc-. lime ; see calx.

    (countable and uncountable. plural chalks)

    1. (uncountable) A soft, white, powdery limestone .
    2. (countable) A piece of chalk, or, more often, processed compressed chalk, that is used for drawing and for writing on a blackboard .
    3. Tailor's chalk.
    4. (uncountable, climbing) A white powdery substance used to prevent hands slipping from holds when climbing, sometimes but not always limestone-chalk.
    5. (US, military, countable) A platoon -sized group of airborne soldiers .
    6. (US, sports, chiefly basketball) The prediction that there will be no upsets, and the favored competitor will win.

    (third-person singular simple present chalks, present participle chalking, simple past and past participle chalked)

    1. To apply chalk to anything, such as the tip of a billiard cue .
    2. To record something, as on a blackboard. using chalk.
    3. To use powdered chalk to mark the lines on a playing field.
    4. (figuratively) To record a score or event, as if on a chalkboard.
    5. To manure (land) with chalk.
    6. To make white, as if with chalk; to make pale; to bleach.

    From Old English cealc. borrowed from Latin calx (“limestone”), borrowed from Ancient Greek χάλιξ (khaliks, “pebble”)

    Sentence Examples
    • We'll mark every corner, just as Martha did—not just stones but chalk. too.
    • Marking the damp wall with chalk proved difficult, but they were satisfied the arrows were legible.
    • He then glanced up at the wall where the nearly illegible chalk marking clearly pointed, not in the direction of the stones, but in the opposite direction!
    • With renewed caution, the pair followed the chalk arrow, not the stones, expecting any minute to find someone barring their return.
    • Let's chalk it up to an inactive spring.
    How would you define chalk? Add your definition here. Also Mentioned In Words near chalk in the dictionary Follow YourDictionary Join YourDictionary today

    Create and save customized word lists. Sign up today and start improving your vocabulary!

    Please set a username for yourself.
    People will see it as Author Name with your public word lists.

    Other articles

    Dropped Chalk

    Dropped Chalk

    Legend: An atheist professor challenges God to keep a piece of chalk from breaking when he drops it from his hand.

    Example:[Collected on the Internet, 1996]

    This is a true story of something that happened just a few years ago at USC. There was a professor of philosophy there who was a deeply committed atheist. His primary goal for one required class was to spend the entire semester attempting to prove that God couldn’t exist. His students were always afraid to argue with him because of his impeccable logic. For twenty years, he had taught this class and no one had ever had the courage to go against him. Sure, some had argued in class at times, but no one had ever ‘really gone against him’ (you’ll see what I mean later).

    Nobody would go against him because he had a reputation. At the end of every semester, on the last day, he would say to his class of

    300 students, “If there anyone here who still believes in Jesus, stand up!” In twenty years, no one had ever stood up. They knew what he was going to do next. He would say, “because anyone who does believe in God is a fool. If God existed, he could stop this piece of chalk from hitting the ground and breaking. Such a simple task to prove that he is God, and yet he can’t do it.” And every year, he would drop the chalk onto the tile floor of the classroom and it would shatter into a hundred pieces. The students could do nothing but stop and stare. Most of the students were convinced that God couldn’t exist. Certainly, a number of Christians had slipped through, but for 20 years, they had been too afraid to stand up.

    Well, a few years ago, there was a freshman who happened to get enrolled in the class. He was a Christian, and had heard the stories about this professor. He had to take the class because it was one of the required classes for his major and he was afraid. But for 3 months that semester, he prayed every morning that he would have the courage to stand up no matter what the professor said or what the class thought. Nothing they said or did could ever shatter his faith, he hoped.

    Finally the day came. The professor said, “If there is anyone here who still believes in God, stand up!” The professor and the class of 300 people looked at him, shocked, as he stood up at the back of the classroom. The professor shouted, “You FOOL. If God existed, he could keep this piece of chalk from breaking when it hit the ground!” He proceeded to drop the chalk, but as he did, it slipped out of his fingers, off his shirt cuff, onto the pleats of his pants, down his leg, and off his shoe. As it hit the ground, it simply rolled away, unbroken.

    The professor’s jaw dropped as he stared at the chalk. He looked up at the young man and then ran out of the lecture hall. The young man who had stood up proceeded to walk to the front of the room and share his faith in Jesus for the next half hour. 300 students stayed and listened as he told of God’s love for them and of his power through Jesus.

    Variations: Sometimes a glass beaker or an egg is dropped instead of a piece of chalk.

    Origins: Preceding its 1996 Internet debut, this story was around across several decades — one reader recalls hearing it in 1968 while a freshman at U.C. Santa Barbara, and a telling of it in a 1977 book places the event as happening in 1920s Pennsylvania.

    With certain key details changed, the tale appears in the memoirs of clergyman Richard Harvey, wherein he dates it back to his time as a student at Allegheny College

    in Meadville, Pennsylvania. In his version, the antagonist is said to be one Dr. Lee, a revered chemistry professor. Dr. Lee was a Christian, but one who subscribed to the “benevolent caretaker” theory of God (that God created the universe and set it in motion but has been hands-off ever since) and thus did not believe that praying to Him affected anything.

    According to Harvey, Dr. Lee began delivering a set of three lectures on prayer to his freshman chemistry class each year, with the third lecture culminating in the challenge for anyone to stop a glass beaker he was about to drop from breaking through the power of prayer alone. Twelve years later, a student did step forward and successfully do so, putting an end to this set of lectures. Or so we’re told.

    Though this sighting gives a better idea how old the tale is, it fails to validate the legend. From the way this passage in Harvey’s book is worded, it’s clear he wasn’t present at the lecture where the brave student took up the challenge. He, too, heard the same inspirational tale we’re hearing now and chose to include it in his memoirs as something he believed.

    And it is an inspirational tale of faith, one meant to encourage Christians to not waver in their beliefs even in the face of denunciation by a revered authority figure.

    If USC (University of Southern California) has had a philosophy professor on staff who for the past twenty years devoted a class period each semester to disproving the existence of God, it’s news to them. “Professor Dallas Willard, who has been here for 32 years, affirms that nothing like this has happened during the time he was here,” said USC philosophy professor Edwin McCann in 1999 when the e-mailed version of the tale was running rampant.

    No one has named this professor or stated he was in class the day of the anti-God lecture. Call this current piece of netlore just an update of a much older legend.

    The “running from the room” motif shows up in many legends as a convenient way of ending one character’s involvement in the story or of bringing the legend to a close (see our Why Does It Taste So Salty? page for another example) because it forestalls the curious from asking the inevitable “What happened next?” follow-up. Even if a college professor had actually bolted from the room after a failed experiment, would 300 students really have remained in their seats for half an hour after he had departed to listen to a fellow student lecture on Christianity? “If it’s not going to be on the final, it’s not keeping me in my seat” is the typical student philosophy.

    Chalk this one up as a charming parable, one not grounded in the facts as reported. It’s David and Goliath in a classroom setting, the shaking-in-his-boots student taking on the ogre of non-belief in the form of a fearsome professor.

    Barbara “chalk of ages” Mikkelson

    Sightings: A somewhat related Jack Chick tract builds on similar motifs of the professor of science’s challenging his students to disagree, one courageous student’s standing up to dispute him, the professor’s subsequent humiliation and hasty exit from the classroom, and the brave student’s ability to hold his classmates enthralled after the professor leaves the room.

    Last updated: 13 October 2009


    Harvey, Richard H. 70 Years of Miracles.
    Alberta, Canada: Horizon House, 1977. ISBN 0-88965-011-X (pp. 63-66).

    Mattingly, Terry. “Miracle Makes for Good Story-Telling, But It Rings False.”
    Knoxville News-Sentinel. 3 July 1999 (p. B2).

    Wilson, Chrysta. “Philosophy Professor E-mail Story is False.”
    Daily Trojan. 21 January 1999 (p. 2).

    On A Piece Of Chalk - Research Paper

    On A Piece Of Chalk

    This essay On A Piece Of Chalk is available for you on Essays24.com! Search Term Papers, College Essay Examples and Free Essays on Essays24.com - full papers database.

    Autor: anton • November 7, 2010 • 503 Words (3 Pages) • 482 Views

    On A Piece Of Chalk by Thomas Henry Huxley

    This summary has a great deal of information detailing how chalk shows us about the geological history of earths development. The summary contains excellent facts and scientific investigations.

    Mr. Huxley originally gave the lecture "On a Piece of Chalk" in 1868 at a meeting of the British Association for the Advancement of Science to the working class of Norwich. His lecture served as a basis for other scientist who would modify or further explain the process of life development on earth. Loren Eiseley put forth great effort to revive interest in Huxley's essay which led to this presentation or it by mineral digest.

    A very important part of the make up of earth's crust is chalk. One very large area of concentration of this element covers a great span in England, but is not limited to that area. Bands of the chalk are also found in Ireland, France, Denmark, Central Europe, North Africa, Crinea, Syria, and Central Asia. If all the bands were attached it would form a 3000 mile long irregular oval, the largest section would be that of England's, at 280 miles.

    The reason chalk is so important is that it contains a great chapter of earth's history within its soft layers. As a number of different scientific tests show us, chalk is composed of carbonic acid and quicklime. The process by which these ingredients become chalk and its additional contents buried within are how chalk tells us the story of a time long past.

    To the unassisted eye chalk appears to lock like a loose and open stone. Upon further investigation with a microscope chalk is formed from minute granules, embedded with a matrix of innumerable rounded bodies. Some are larger than others, but none of them are more than a hundredth of an inch in diameter. The majority of these look like badly grown raspberries called Globigerina. It is the study of these organisms

    Rhetorical Analysis Essay - 608 Words

    Rhetorical Analysis

    Cooper Moody
    English 2
    2:00-3:15 MW
    Rhetorical Analysis on Skittles Commercial
    In this particular Skittles commercial, that I may add has been banned from being broadcasted in the United States depicts two “lovers” on their honey moon. It depicts them in a bedroom having sex. It is very confusing top the audience in the beginning, due to the fact that the audience can be anyone from children to adults; in all homes throughout the nation. It is now a comical and very popular video that is now flooding the World Wide Web. Many people have seen this video, yet it has very controversial content within it.

    Once the man is “about to orgasm” he ejaculates skittles all over his “bride”. This is a very vulgar thing to be broadcasting on the internet, let alone its original function, to be a commercial. It is incredible to think that the skittles company would allow this to be broadcasted, because all they are doing is affiliating sex with candy; which can be very controversial to some more conservative type people. For instance, if a mother were to walk into the living room as her young son or daughter was watching television; and to her horror she see close to what is a very promiscuous “sex scene”, it could offend or maybe even affect the sales of the skittles product.

    Yet, I understand the message that the skittles corporation was sending out, it was meant to be a funny commercial that people would at first be shocked to see; but towards the end they would see it as comical. I believe the only place that the commercial was allowed to be broadcasted was in Europe, due to the fact that broadcasting stations in Europe are a little bit more relaxed on the morals and ethics of television humor. In this country though there are many organizations and groups of people that would certainly object to this kind of content. For example, Christians and Catholics, and the whole concept of pre marital sex and sex out of wedlock; this commercial is a straight.

    Please sign up to read full document.


    A Beautiful Piece Of Chalk Analogy, contradiction, and irony are some of the important rhetorical methods that many authors use to portray their ideas. In “A Piece of Chalk” (1905), G.K. Chesterton demonstrates his adept writing ability in using those methods as a means of appeal to convey that everything is beautiful and valuable in its own way. His piece of writing not only exemplifies the use of contradiction, humor, analogy and metaphor, but also succeeds in using relevant support and evidence. Initially, the first rhetorical technique that Chesterton uses is contradiction. We sometimes hold prejudiced views, along with implicitly wrong definitions, towards the world. The author first states the falsifications, and then contradicts them by describing the simple, pure, yet undeniable beauty of those notions. Chesterton says about the white color, “It is not a mere absence of color; it is a shining and affirmative thing, as fierce as red, as definite as black” (133). In the process, the author is able to make his points emphasized. Moreover, he notes in his essay that, “[v]irtue is not the absence of vices or the avoidance of moral dangers; virtue is a vivid and separate thing, like pain or a particular smell. Mercy does not mean not being cruel, or sparing people revenge or punishment; it means a plain and positive thing like the sun, which one has either seen or not seen” (Chesterton, 133). He continuously talks about the notion that.

    868 Words | 3 Pages

    RhetoricalAnalysis Prejudice is an issue that has been around for hundreds of years. It has become a part of natural human behavior. Two sides divide prejudice at the present: one fighting to eradicate prejudice and the other in defending it and claiming it can be socially productive. Most people choose the side of eradicating prejudice from society, but Jonathan Rauch has chosen the side with less support. In his article, In Defense of Prejudice: Why Incendiary Speech Must Be Protected, he supports the intellectual pluralism opinion of how to make best of prejudice and rejects the purism view of trying to eradicate prejudice by using the rhetorical techniques of ethos, logos, and pathos rhetoric. Rauch explains that intellectual pluralism is the idea that society can make the best of prejudice if intellectual freedom, the progress of knowledge, the advancement of science, and all those good things are the goals of society. Purism is the antipluralsitic idea that “society cannot be just until the last trace of invidious prejudice is scrubbed away” (Rauch 3). Throughout the article, Rauch gets his thoughts across to the reader clearly by using rhetoric to capture his readers. Logos rhetoric appeals to reason, rationality, and logic. Rauch’s use of logos is true to its definition. An example of logos in his article appears in the quote from David L. Hull, a philosopher of science; “One strength of science, is that it.

    1268 Words | 4 Pages

    Bessette Laura Bessette ENG W131 Spring 2014 RhetoricalAnalysis of "The Shadow Scholar" The prefix 'pseudo' seems to perfectly describe the character of Dave Tomar, known by all as Ed Dante (Dave Tomar is Dante's pseudonym). His article "The Shadow Scholar," which appeared in the chronicle review section of _The Chronicle of Higher Education_ on November 12, 2010, stirred controversy and a scare throughout the entire professional world. Doctors, educators, administrators, law officials, and all other professions of importance consequently came under the microscope. Dante has spent the course of a decade as a full-time ghostwriter who is paid to help students cheat as they achieve 'competency' in their chosen fields of study. This illegal, unethical behavior occurs rampantly and abundantly in and throughout the schools of those who are aiming to achieve their bachelor's degree, those who are aiming to achieve their master's degree, and those who are aiming to achieve their doctorate's degree in any and all fields of study. Dante claims to have written thesis papers for psychology, medical, and administrative post-graduate students, among countless others. The money is good for Dante, as it supports him with $66,000 per year. While Dante did agree to speak on behalf of his involvement in this ghostwriting industry, he did so with carefully planned strategies to conceal his true character until blowing his own cover at a specified time, which.

    2055 Words | 6 Pages

    Step-by-step RhetoricalAnalysis 1. Identify the three elements of the rhetorical triangle. a. Who is the speaker? (education, ethnicity, era, political persuasion, etc.) b. Who is the audience? c. What is the subject? 2. What is the author saying about the subject? What is his/her assertion? 3. What is the author’s attitude (tone) about the subject? a. What specific word choice (diction) clues the reader in? b. What figures of speech are used? Does the imagery/analogies/allusions conjure positive/negative/angry/melancholy/activist feelings in the reader? c. What type of syntax is used? (short, abrupt, choppy; lengthy, thoughtful, questioning) Are there any rhetorical questions? d. What kinds of rhetoric does the author employ? (ethos, pathos, logos, inductive/deductive reasoning, syllogisms) You can hit all of these questions if you can remember the following acronyms: SOAPSTone DFosSR PELIDS S Speaker O Occasion A Audience P Purpose S Subject Tone (Author’s attitude evident through. ) D Diction (Word Choice) Fos Figures of Speech S Syntax R Rhetoric (identified as. ) P Pathos E Ethos L Logos I Inductive D Deductive S Syllogisms For your Rhetoricalanalysis assignment, choose either the step-by-step OR acronyms method and answer all of the questions posed by that method. See the.

    600 Words | 4 Pages

    January 13th 2012 AP English RhetoricalAnalysis Essay #3 Final Draft Every individual has traditions passed down from their ancestors. This is important because it influences how families share their historical background to preserve certain values to teach succeeding generation. N. Scott Momaday has Native American roots inspiring him to write about his indigenous history and Maxine Hong Kingston, a first-generation Chinese American who was inspired by the struggles of her emigrant family. Kingston and Momaday manipulate language by using, metaphors, similes, and a unique style of writing to reflect on oral traditions. The purpose of Kingston’s passage is to reflect upon her ancestor’s mistake to establish her values as an American immigrant where as Momaday’s purpose is to remember his ancestry through his grandmother to remind future generations of their family’s traditions. In The Way to Rainy Mountain, Momaday used a metaphor comparing his grandmother to the Rainy Mountain. For example, he writes that “[a]lthough my grandmother lived out her long life in the shadow of Rainy Mountain, the immense landscape of the continental interior lay like memory in her blood (Momaday 131). This metaphor compares the immense landscape of the Rainy Mountain’s continental interior to his grandmother’s memory instilled in her bloodstream. By using metaphors, Momaday reminds young individuals of their traditional life by comparing memories with the.

    848 Words | 3 Pages

    RhetoricalAnalysis Mrs. O’Shea AP Language and Comp March 12, 2014 Period 7 Othello’s Speech Love is a powerful neurological condition such as thirst or hunger. The main character, Othello, in the play Othello by William Shakespeare, falls in love with a woman by the name of Desdemona. Othello is a black man, or a moor as inferred in the play, and many people are envious of his success especially coming from someone like him. Othello is confronted upon the council to speak of what actually happened between the two of them as they are under the conception of Othello using magic or some other act of sorcery. Othello recognizes that he has to explain himself for he truly loves Desdemona, therefore he gives a speech. Othello’s use of pleonasm, metamorphic, and repetition skills helps persuade the council that the relationship between him and Desdemona is nothing but true love. In the beginning of Othello’s speech, he uses the rhetorical device called pleonasm to persuade the council that there is only pure love between him and Desdemona. Pleonasm is the use of more words or parts of words than is necessary for clarity. Othello depicts the use of this rhetoric device when he approaches the men and says, “Most potent, grave, and reverend signiors, my very noble and approved good masters” (I.iii.91-92). Othello refers to the council with such nice dialect as this method helps set the mood and loosen the situation just a bit.

    1028 Words | 5 Pages

    English Language and Composition Summer 2014 Assignment David Gold Introduction: An AP course in English Language and Composition is essentially a course in rhetoric that engages students in becoming skilled readers of prose written in a variety of rhetorical contexts, and in becoming skilled writers who compose for a variety of purposes. Both their writing and their reading should make students aware of the interactions among a writer’s purposes, audience expectations, and subjects, as well as the way genre conventions and the resources of language contribute to effectiveness in writing (College Board AP English Language and Composition Course Description, Fall 2010). Don’t be afraid, it sounds a lot scarier than it really is. Almost everything you read, view and hear is designed to persuade you think or act in a certain way. By studying rhetoric, you will be better prepared to think independently, make informed decisions, and communicate your ideas and opinions in clear and convincing manner. If you are willing to put in effort, you will be richly rewarded with vastly improved reading, writing, visual literacy and critical thinking skills. Here is something to chew on this summer. Due Dates: Both your Analysis Essay and Reader’s Response Journals are due August 4th at 9:00 AM. IMPORTANT NOTES AP Language and Composition is a rigorous, university level course. Students who do not complete the summer assignment on time will be.

    1551 Words | 5 Pages

    Ellen’s Commencement Speech RhetoricalAnalysis Graduation caps fly into the air, cheers erupt, and diplomas are received. This is a typical graduation day. Not only did these ceremonial events take place for Tulane University's class of 2009, but Ellen DeGeneres was there to congratulate them as well! This class was dubbed the "Katrina Class" for being survivors of the devastating Hurricane Katrina in 2005. Katrina was named one of the deadliest Hurricanes, causing more than 1,836 deaths. Tulane University is located in New Orleans, Louisiana, where the most significant amount of deaths took place and 80 percent of the city was destroyed. These graduates have survived a lot. and Ellen wants to congratulate them on their achievements. In Ellen’s commencement speech to the Tulane University class of 2009, the use of rhetorical questions, allusions, metaphors, and hyperbole gives the graduates a time to reflect upon their years at the University, connecting with the speaker, and maintain a light the mood by the use of comedy. The road to success for Ellen had a very tragic beginning. Her girlfriend was killed in a car accident and Ellen was living a meager life. She had many questions, but had nobody to ask. Ellen uses this anecdote to quickly explain a tragic event in her life. By letting the audience into a personal part of her life, she connects to them emotionally. This shows the audience that she is.

    1151 Words | 3 Pages