“Don’t taze me, bro!”
English language aesthete Grammar Girl addressed word creation in her most recent podcast, “Verbification of a Noun”, apropos of our class discussion last week in which we discussed the transformation of a noun to a verb. “Can it be done?” asked one of Grammar Girl’s listeners. “Yes, it can”, she answered, but in cautious, warning tones. Of course, Grammar Girl would never let out that language really isn’t the ”pure” monolith she and other grammar mavens preach and want the genral public to believe.
What Grammar Girl was talking about is a morphological process of derving new words by affixing bound and even free morphemes (words and parts of words like prefixes and suffixes) to existing words, thereby changing their category (part of speech). She discussed the “verbification” of the noun ”TASER” (itself and acronym for Thomas A. Swift’s Electric Rifle) to the verb “taze”. We derive new words in this manner. And you know what? It’s okay to do, and you’d do well to remember it the next time you get Eiffel Towered.
And there’s even more action on the morphology front: The Shorter Oxford English Dictionary is now less 16,000 hyphenated words, that is the hyphens have been dropped from many compounds. The story, “A Farewell to Hyphens”, suggests that this change indicates a move toward American spelling standards. How will usage purists react to this?
Wanna comment? Ain’t no problem. Click the link above.
AP Language Class Notes
Period 2, you did wonderful job today working on the sentence mimicking activity we began on Wednesday. Thanks to Emily D. for dropping by and sharing her thoughts on the Palantir Perspective; it was a valuable experience for us all.
All APELC students, do not forget that you need to meet all requirements for revision before I’ll accept your papers. I expect to see all revisions with well-thought out cover sheets, and original in-class writings.
Have a great weekend and don’t forget to check your class page for other homework details.
English 9 Class Notes
Period 4, check yesterday’s notes from 1 and 3 for objectives and details. Great job today sorting through your analyses and making the best ones stick.
All freshmen a have great, safe weekend.
AP Language Class Notes
Objective(s): APELC students 1) practiced style through sentence-mimicking, and 2) analyzed an editorial.
Period 5, you picked up where you left off Tuesday, replacing existing lexical items with your own in the sentences:
In many ways, writing is the act of saying I, of imposing oneself upon other people, of saying listen to me, see it my way, change your mind. It’s an aggressive, even hostile act.
…
Grammar is a piano I play by ear…All I know about grammar is its infinite power. To shift the structure of a sentence alters the meaning of that sentence, as definitely and inflexibly as the position of a camera alters the meaning of the object photographed.
Several of you managed the substitutions very well, but it was an unmistakable challenge for everyone. I may collect a few and post them tomorrow. (If anyone would like to email their final products, I’ll try to post the best.)
You then examined the “Palantir Perspective” in the latest issue of the school paper, and you had the unique opportunity to speak with one of its authors, Emily D., who offered some insight into the process of creating the editorial piece. We discussed your analysis of the editorial, and tried to separate evaluations from inferences, and so on.
Check your class page for homework details, and have a good weekend.
English 9 Class Notes
Objective(s): English 9 students 1) read independently for a sustained period of time and journaled critically, and 2) analyzed literary concepts through chunking.
Periods 1 and 3, we discussed your reading processes after you read and journaled today. There are some fantastic readers among you, with Brendan G. reading a whopping nine books this quarter. I hope that you all begin to dedicate time outside of class for reading. You may not read nine books in a quarter, but you may start to develop some technique for keeping on task when your reading gets tedious or difficult.
We went over expository-analytical chunks and began to analyze the suspenseful mood of “The Most Dangerous Game” through writing. This led to your homework assignment due Monday. Check your page for details.
AP Language Class Notes
Period 2, we covered the same ground I did with your peers yesterday. Check fifth period’s notes for objectives and details.
I leave you all today with these thoughts. When you find yourself up against an obstacle—your paper, your grade—and you’re frustrated, remember the words of Bruce Lee:
Empty your mind, be formless, shapeless—like water. Now you put water into a cup, it becomes the cup, you put water into a bottle, it becomes the bottle, you put it in a teapot, it becomes the teapot. Now water can flow or it can crash. Be water, my friend.
Dig.
English 9 Class Notes
Period 4, good class today. We had some success talking over literary concepts as you might experience them in popular media like the movie Napoleon Dynamite. Whenever you get into a bind with a concept in a text, think about you might encounter it in your favorite movie. It just may be the trigger to help you think through whatever concept you’re having difficulty with. We’ll talk more about this as we progress through the year. Check yesterday’s notes for obejectives and details, and check the class page for homework.
Noble Street Gallery Art Show
What’re you doing this Friday evening? Why not check out Mr. Street’s advanced digital photography students’ rhetoric at the Noble Street Gallery Art Show this Friday, September 28, from 6:00-8:00 at CDO? I’m goin’. Be there, or be square.
AP Language Class Notes
Objective(s): APELC students 1) reviewed arrangement and essay organziation, and 2) practiced mimicking others’ sentence style.
Period 5, after reviewing some organization strategies for your revisions, we discussed idea-generation and attempted to apply it to style practice. I offered you two new adjectives to describe the words we use daily: lexical and grammatical. Lexical words have some semantic value, that is, they have some conventional meaning attached to them as do nouns, verbs, adjectives, some adverbs (quickly, happily, cluelessly, et cetera), and some prepositions (against, before, up, et cetera). Grammatical words have no real conventional meaning and function only to make sentences cohere, and include words such as conjunctions, some determiners, some adverbs (very, too, et cetera), and some prepositions (of, like, not, et cetera). This was confusing for many of you, I’m not sure why. But recall that you’re introduced to new words in math and science all the time. Deal.
I asked you then to mimic a sentence I typed on the screen by replacing all of the lexical words with your own and keeping the grammatical words. Things then fell apart.
The due date for your revisions has been changed to Monday, October 1. I know many of you want to write the perfect paper and therefore many of you are also worried about making your sure your essay is just so. I understand that your grades are very important, but I’d advise those of you who let your grade drive your learning consider, rather, letting the learning drive your learning. If you do this thoroughly and earnestly, the grade will take care of itself and you won’t lose yourself to anxiety.
English 9 Class Notes
Objective(s): English 9 students 1) read independently for a sustained period of time and journaled critically, and 2) used level questioning to review literaty concepts.
First and third freshmen, we talked about the independent reading rubric today after SSR and then reviewed the literary concepts we’ve identified and analyzed a little in the short stories we’ve read so far. We began to talk briefly about theme.
Please check your class page for homework details.
Jena, LA and Little Rock, AR
On Thursday some APELC students were considering the context of Gloria Naylor’s “The Meanings of a Word” and wondering about issues of racism and violence. It’d be nice to think that particularly in the West, we’ve begun to overcome differences of race and ethnicity, but make no mistake: Racism and racially motivated violence (and the eruptions that ensue) are alive and well in the 21st century and in no way are threatening to abate. Witness the winter 2000 riots in Spain, spring 2001 riots in Cincinnati, Ohio, the summer 2001 riots in Britain, fall 2005 riots in France, and the current unrest in Switzerland over apparently racist propaganda.
Hopefully (sentence adverb―score it!), you’ve been following the recent controversy in Jena, Louisiana over some black kids, some white kids, a tree, and some nooses (litotes). These are the events of the day, kids, the events that will define and motivate us to justice and best action.
Take some time to listen to the NewsHour piece, and examine the full coverage of the Case of Louisiana’s Jena Six at NPR. And it might be worthwhile to reflect on the history of race and rights by listening to the story of “Daisy Bates and the Little Rock Nine”.
Don’t be afraid to post your thoughts on these most important issues. Click the link above to leave a comment.
AP Language Class Notes
Objective(s): APELC students 1) reviewed timed-writing revision procedures and expectations, and 2) generated ideas for writing.
Juniors and seniors, after some discussion of the need for classroom donations, we reviewed revision procedures, again. It is absolutely vital that you are clear that revisions:
- Will not be accepted unless we’ve conferenced;
- Must be typed in accordance with the latest approved MLA format;
- Must be accompanied by well-thought, typed cover sheets (Focused writing grade);
- Contain no more than three (3) conventions errors, .
- Will not be accepted after tutoring this Thursday.
I can’t stress enough the importance of following these criteria. Be sure to carefully edit your revision, have a friend edit your revision, the then re-edit your revision. This is make or break time. If you can’t follow these instructions while also completing a quality revision, you may have to reconsider whether this is the class for you. I don’t want to appear callous, but I want to be clear. Most of all I want you to succeed at producing the best, most beautiful work you’re capable of producing.
If you’re still anxious about your revision, I recommend you take a look at Kala S.’s conference notes on the student board. I made a copy of and posted them because they’re clear and simple and good. If you’re interested in chunking and are still curious about the best way to organize your essay and talk about logos, ethos, pathos, and action, we’ll review example approaches over the next couple of days.
Have fun with your homework (it’s posted Quinn.) We’ll look to style over the next couple of days in addition to arrangement.
English 9 Class Notes
Objective(s): English 9 students 1) reviewed class expectations and grades.
Freshmen, we ran way over today talking about grades and expectations, but I think the point we all got today, especially those in dire-grade-straits, is that all is not lost for the semester. What will success require from this day forward? Oh, nothing we haven’t talked over before, but certainly they’re ideas worth repeating. If you’d like to pick up your grades, you must:
- Freshmen, we ran way over today talking about grades and expectations, but I think the point we all got today is that all is not lost for the semester. What will success require from this day forward? Oh, nothing we haven’t talked over before, but it’s worth repeating. If you’d like to pick up your grades, you must:
- Come to class prepared daily which includes bringing your literature textbook, notebook, pens and pencils, highlighters, dictionaries, and independent reading book—every day;
- Check the board daily for instructions, activities, and homework (which you’re to write down);
- Don’t wait to attend your homework which you must turn in on time—no excuses but those involving severe illness, death in the family, or other circumstance addressed in a timely manner will be considered for accepting late work;
- Complete your homework as instructed, to the best of your ability, and with attention to its presentation.
To these ends, check the east student for examples fo quality work, and think about the following level questions as examples of what you can produce instead of taking the low, easy road:
- Level 1. How did Montresor hide his plan of revenge from Fortunato?
- Level 1. How does Montresor lead Fortunato to his death?
- Level 1. What is the motto on the Montresor family coat of arms?
- Level 2. What situation is represented in the story by the Montresor coat-of-arms?
There’s no homework but to read your independent reading books and think about what you’re gonna do for yourself to make sure you succeed. It’s never too late.
“F*** Bush”
No, I’m not posting a personal opinion, but I’m sure some reader will misunderstand the title of the post and not read the posts’s actual content, and I’ll probably catch heat for it. C’est la vie. I’m posting a link to a controversy that began last week when editors at CSU in Fort Collins chose to publish an editorial using loaded language: “CSU editor: Used profanity to make point”. Worth taking a look at if you’re at all interested in the responsible practice of citizens’ first amendment rights and the limits of free speech.
Follow the editors’ and others’ arguments and you decide: Thoughtful speech intended to stimulate conversation, or loaded language merely used to shock? Mature stance or peurile goading? Where do you stand?
Leave a comment by clicking the above link.
Iraq Polls & Editorials
Plenty of you have opinions on the progress and future, and the right and wrong of the war in Iraq. Hear what others are thinking and saying about the war by listening to the NewsHour’s recent piece, “Polls, Editorials Reflect Public’s Differing Views on Iraq”.
Have an opinion? Leave it here by clicking the link above.
Campaigning Candidates
Are you paying attention? If you’re not, how’ll you be able to make an informed decision come voting time? How do you know who to support? Do you even know the Democratic and Republican candidates? Do you know their histories? Have a listen to NPR’s series detailing the ‘08 Candidates’ First Campaign.
Who’re you supporting and why? Leave a comment by clicking the link above.
AP Language Class Notes
Period 2, as did period 5 yesterday, we discussed your reading assigned earlier in the week and we began chunking. Not crunking, but chunking, that is, organizing arguments logically and coherently. This involved following up a level 3 evaluation with a one level 1 evidence and two level 2 inferences drawn from analyses.
Below are the two chunks period 5 worked out yesterday. Taylor T. argued that Christine Leong, in “Being a Chink”, potentially created a distance between herself and her audience which suggested the first example:
Level 3 Argument. In Christine Leong’s essay, she potentially distances an audience from her.
Level 1 Evidence. She states, “being one of only two Asian families living and running a business in a small suburban town, predominantly inhabited by old Caucasian people was bound to breed some kind of discrimination if not hatred.”
Level 2 Analysis. The use of the words “old Caucasian people” is an irony.
Level 2 Analysis. She makes what some might perceive as too general a statement in an essay about stereotyping which disconnects herself from her audience.
Mike A. argued on the other hand that Leong effectively created common ground with her audience.
Level 3 Argument. Christine Leong invites her non-minority readers to identify with her unique perspective.
Level 1 Evidence. She states, “Do not misunderstand us, we are all intelligent Asian youths, all graduating from New York’s top high school, all college students, and we know what the word chink really means.”
Level 2 Analysis. When Leong provides support for her non-minority reader’s stereotypes of Asian people she further lures them into her experience and continues to establish her connection with her readers.
Level 2 Analysis. And by stating that Asian youths know what the word “chink” means, she creates a common ground with those same readers.
With some difficulty, period 2 worked out the following chunk for Gloria Naylor’s “The Meanings of a Word” which was suggested by Kala S.:
Level 3 Argument. Gloria Naylor’s “The Meaning of a Word” was effective because she removed herself personally from the essay, being very analytical and objective, while still using personal examples to back her opinion.
Level 1 Evidence. Naylor doesn’t believe that the word “nigger” always has a bad connotation, as she refers to its use in common family gatherings.
Level 2 Analysis. She’s able to distance herself from the situation while at the same time drawing on personal experiences.
Level 2 Analysis. Thus, Naylor establishes her connection with her audience by assuming the persona of a speaker on behalf of the black community.
They’re not perfect and still require some work and even further argumentation. The point is, there are ways to organize our argmuents so they’re not random on the page. As we continue to practice chunking and separating evaluation from inference (still ambiguous for some of you) and providing good evidence as the skeleton, these will become less labor-intensive and mechanical and more fluid. Just new ways of thinking boys and girls.
Have a great weekend. And don’t leave your revisions until the last minute. And don’t forget your typed cover sheets.
English 9 Class Notes
Fourth period, today you had the opportunity to complete your text analysis forms after SSR as did your peers yesterday.
Check your colleagues’ notes from yesterday and check the class page for homework.
AP Language Class Notes
Objective(s): APELC students 1) framed and analyzed non-fiction texts, and 2) crafted analytical chunks.
Period 5, today I presented you with some ideas many of you might have found unsettling at first: deliberately formulating your writing into easily crafted and clearly thought out units. I reminded you that ancient rhetoric was very carefully organized and crafted along similar lines, and suggested also that without formulas we’d have no sonnets.
You worked hard to pull some information together and make it stick today as we formulated small coherent thoughts for “The Meanings of a Word” and “Being a Chink”. There’s no homework but to revise and prepare your essay and cover sheets.
English 9 Class Notes
Objective(s): English 9 students 1) read independently for a sustained period and journaled critically, and 2) used level questioning to clarify and analyze literary concepts in a text.
Periods 1 and 3, after you read independently we talked discussed some of your inferences about literary elements in the story that many of you hadn’t completed. Surprising. You completed imagery, mood, and figurative language on the text analysis form before you turned it in.
Check the class page for homework.