On Dec. 1st and 3rd, we will hold our short Readability Presentations, so that everybody who does not want to use the Fry graph can choose a formula to assess the readability of his/her research essay.
To see the order in which we will go, click on our old link: We'll proceed in chronological order. There will be no make-ups for missed presentations, since we do not have enough time for that.
On Wednesday and Friday, you will receive your Research Essays back.
On Friday is our Final Exam at the usual class time. Don't forget to email your essay response to yourself, so you only need to copy and paste it into your Final Exam!
Monday, December 1, 2008
Friday, November 21, 2008
Please take Survey
For the 7 people who missed class today, Friday, Nov. 21st:
Please take the SURVEY about the course evaluation I emailed you! Then, you can make up for the missed points from our workshop. Deadline: Tuesday next week! After that, I'll close it, and you can't take it any more.
Send me an email to say you took it, because it is anonymous, and SurveyMonkey does not tell me who you are, so I can give you the points. 13 people took it in class today.
I also emailed you the final exam text ("Facebook Generation"); please read it, and prepare it for our final exam on Dec. 5th. Further, you'll find the STUDY GUIDE for the final exam attached to the same email.
Happy Thanksgiving!!!!!!
Please take the SURVEY about the course evaluation I emailed you! Then, you can make up for the missed points from our workshop. Deadline: Tuesday next week! After that, I'll close it, and you can't take it any more.
Send me an email to say you took it, because it is anonymous, and SurveyMonkey does not tell me who you are, so I can give you the points. 13 people took it in class today.
I also emailed you the final exam text ("Facebook Generation"); please read it, and prepare it for our final exam on Dec. 5th. Further, you'll find the STUDY GUIDE for the final exam attached to the same email.
Happy Thanksgiving!!!!!!
Wednesday, November 19, 2008
Prescriptive Grammar: Part I
The Middle Ages (500-1500 A.D.)
This section contained so many interesting facts that had a hard time choosing the information to include in the blog!
Importance of Latin
First of all, as we probably know, Latin was the primary subject of language study during this period. An individual named Aelfric composed Latin grammar and Colloquium (“Conversations”) around 1000 A.D. Aelfric’s grammar is one of the earliest grammars aimed specifically at English speakers, so this information may be interesting to share with students. Aelfric’s grammar is significant because it foreshadows the later prescriptive tendency to base English grammar on Latin models.
Concept of “Grammar”
The major contribution of this period is “speculative grammar,” which is based on the idea that language is a “mirror” of reality—one could learn about the nature of the world by studying the way that language was used to refer to things in the world. Speculative grammar is the product of medieval scholars called the modistae, who were the first to view grammar as a separate field of study.
The Renniassance (1500-1650)
The first systematic study of the vernacular languages (ordinary, everyday language) of Europe occurred during this time period. An expansion of printing in Europe also occurred during this time, coinciding with the spread of literacy and demand for education.
Universal Grammar
A group called the Solitaires attempted to write a grammar containing all of the properties common to languages known at the time.
For the Blog Response: (Due Monday, Dec. 1)
What do you think about the concept of “Speculative Grammar?” Do you think discussion about this topic should be included in the high school English class?
The Middle Ages (500-1500 A.D.)
This section contained so many interesting facts that had a hard time choosing the information to include in the blog!
Importance of Latin
First of all, as we probably know, Latin was the primary subject of language study during this period. An individual named Aelfric composed Latin grammar and Colloquium (“Conversations”) around 1000 A.D. Aelfric’s grammar is one of the earliest grammars aimed specifically at English speakers, so this information may be interesting to share with students. Aelfric’s grammar is significant because it foreshadows the later prescriptive tendency to base English grammar on Latin models.
Concept of “Grammar”
The major contribution of this period is “speculative grammar,” which is based on the idea that language is a “mirror” of reality—one could learn about the nature of the world by studying the way that language was used to refer to things in the world. Speculative grammar is the product of medieval scholars called the modistae, who were the first to view grammar as a separate field of study.
The Renniassance (1500-1650)
The first systematic study of the vernacular languages (ordinary, everyday language) of Europe occurred during this time period. An expansion of printing in Europe also occurred during this time, coinciding with the spread of literacy and demand for education.
Universal Grammar
A group called the Solitaires attempted to write a grammar containing all of the properties common to languages known at the time.
For the Blog Response: (Due Monday, Dec. 1)
What do you think about the concept of “Speculative Grammar?” Do you think discussion about this topic should be included in the high school English class?
In-class, Nov. 19th: Haiku
HAIKU....
Today, after you have submitted your Research Essay Folder, we are doing the prompt that we neglected so far due to time constraints: "grammar haiku"!!! Go to the following link to find the old post on our class blog.
Preview:
This Friday, Nov. 21st, you are receiving your study guide for the FINAL EXAM, which will take place on Friday, Dec. 5th, from 9:00 - 9:50 a.m. in our ordinary classroom. Dec. 5th is the LAST day of class; don't come the week after ;-)
You will NOT be allowed to bring your study guide to the final exam; it is just meant for preparing at home. The exam will be like the mid-term exam, consisting of three parts:
1) a part with questions about what we have done in class, the answers for which are to be found on the blog, the Down Syndrome movie guide, and your homework assignments;
2) a grammar part about all the topics we covered in our mini lessons (for which the sentences will NOT be on the study guide);
3) a critical response part (essay question) to an article which I will give you after the Thanksgiving vacations, so you can prepare it entirely at home and email it to yourself, to attach it to your final exam in class.
If you miss class on Nov. 21st, you will not receive the study guide.
We will go over it in class that day, and I will answer any questions or concerns you might have.
What we will do on Nov. 21st:
1) an important course evaluation (survey) about your opinions of this course, and how to improve it;
2) study guide for final exam WORKSHOP (you are allowed to exchange questions with your partners)
3) those who went to the Writing Center, and for whom the tutors have written a Conference Summary, will submit their final Research Essay Folder on Nov. 21st in the first 10 minutes of class.
On the remaining three days of class after the Thanksgiving vacations, we will do the following:
- Dec. 1st: presentations of our Readability topics (max. 5 min. each) + course evaluations
-Dec. 3rd: presentations of our Readability topics (max. 5 min. each)
- Dec. 5th: hand in the Readability Essay; finish Readability Presentations (5 min. each); conclusion of course
MEMO: There are no more make-ups for missed days or homework!!! The last EXTRA CREDIT opportunity was for missed days prior to Nov. 17th, for which you made up through extra peer editing.
Today, after you have submitted your Research Essay Folder, we are doing the prompt that we neglected so far due to time constraints: "grammar haiku"!!! Go to the following link to find the old post on our class blog.
Preview:
This Friday, Nov. 21st, you are receiving your study guide for the FINAL EXAM, which will take place on Friday, Dec. 5th, from 9:00 - 9:50 a.m. in our ordinary classroom. Dec. 5th is the LAST day of class; don't come the week after ;-)
You will NOT be allowed to bring your study guide to the final exam; it is just meant for preparing at home. The exam will be like the mid-term exam, consisting of three parts:
1) a part with questions about what we have done in class, the answers for which are to be found on the blog, the Down Syndrome movie guide, and your homework assignments;
2) a grammar part about all the topics we covered in our mini lessons (for which the sentences will NOT be on the study guide);
3) a critical response part (essay question) to an article which I will give you after the Thanksgiving vacations, so you can prepare it entirely at home and email it to yourself, to attach it to your final exam in class.
If you miss class on Nov. 21st, you will not receive the study guide.
We will go over it in class that day, and I will answer any questions or concerns you might have.
What we will do on Nov. 21st:
1) an important course evaluation (survey) about your opinions of this course, and how to improve it;
2) study guide for final exam WORKSHOP (you are allowed to exchange questions with your partners)
3) those who went to the Writing Center, and for whom the tutors have written a Conference Summary, will submit their final Research Essay Folder on Nov. 21st in the first 10 minutes of class.
On the remaining three days of class after the Thanksgiving vacations, we will do the following:
- Dec. 1st: presentations of our Readability topics (max. 5 min. each) + course evaluations
-Dec. 3rd: presentations of our Readability topics (max. 5 min. each)
- Dec. 5th: hand in the Readability Essay; finish Readability Presentations (5 min. each); conclusion of course
MEMO: There are no more make-ups for missed days or homework!!! The last EXTRA CREDIT opportunity was for missed days prior to Nov. 17th, for which you made up through extra peer editing.
Monday, November 17, 2008
Cover Sheet for Research Essay Folder
Here's your Cover Sheet that goes on top of your Research Essay Folder which is due Wednesday, Nov. 19th! You also got it in an email.
Sunday, November 16, 2008
Peer Editing Session
Instructions for Peer Editing Session:
1) Use the following Peer Edit Sheet (Rubistar rubric), copy and paste it into a Word document, and save it to your desktop, and highlight the fields with the points you want to give on it in color. Assign an overall grade to the student, judging by what you think is most important in a Research Essay from all the components of the rubric. NOTE: You can also type into my rubric, once you've pasted it into Word. That means, you can include your own personal comments (in a different color, please!).
2) Email this sheet to the author of the essay AND to me as cc., so you can get your points. You need to finish peer-editing ONE paper in class on Nov. 17th (because many people cannot open docx files from home).
3) We are doing "online editing," which means that you are going to employ the "comment function" on the top of your menu list to insert your comments.
Highlight the word that's wrong / the place where a word or punctuation sign is missing, click on "comment," and type in your suggestions. Save your document!!! If you don't save it, you will lose all your entries. When you're done, email it back to the author and me, TOGETHER with the Peer Edit Sheet (rubric). Correct all spelling, grammar, punctuation, format, and content mistakes you can find!
If you want to edit more than one papers, because you need to make up for missed days, ask in class who wants/needs a second peer-edit, and have this student email his/her paper to you. If there's no volunteer, I'll assign you one. When you email the Peer Edit Sheet back to that student, and in copy to me, indicate for which missed day you are making up, so I can put an "excused" on my attendance sheet accordingly! I'll put the volunteers for extra credit on this blog, so tell me who is doing an extra credit peer editing for whom.
CHECK MY GRADE BOOK IN CLASS IF YOU ARE INSECURE ABOUT POSSIBLE MISSED DAYS!!! Maybe you forgot to sign the attendance list on some day.
You will exchange your finished research essays with the following partner (I will distribute the essays you emailed to me to peers who missed that class, or peers whose partner didn't show up):
Group 1: Ken Stoner + Laura Treat
Group 2: Alexandra Rude + Jennifer Gulley (Marissa does one X for Jen)
Group 3: Jacob Talbert + Sarah Klingler (Marisa does one X for Jacob, and for Sarah)
Group 4: Donald Dinkins + Raquel Maxey (Sharita does 1 X for Raquel)
Group 5: Emily Muren + Ashley Epps (Sharita does 1 X for Emily)
Group 6: Sharon Espina + Leah West (Sharita does 1 X for Leah, and 1 X for Sharon)
Group 7: Heather Mormino + Sharita Haralson (Ashley does X for Sharita), Marissa does one X for Heather, Laura Treat does one X for Heather
Group 8: Melisa Ogle + Brian Harris (Sharita does one X for Melisa, and one X for Brian)
Group 9: Marissa Freese + Maddison Green (Alex does one for Marissa)
1) Use the following Peer Edit Sheet (Rubistar rubric), copy and paste it into a Word document, and save it to your desktop, and highlight the fields with the points you want to give on it in color. Assign an overall grade to the student, judging by what you think is most important in a Research Essay from all the components of the rubric. NOTE: You can also type into my rubric, once you've pasted it into Word. That means, you can include your own personal comments (in a different color, please!).
2) Email this sheet to the author of the essay AND to me as cc., so you can get your points. You need to finish peer-editing ONE paper in class on Nov. 17th (because many people cannot open docx files from home).
3) We are doing "online editing," which means that you are going to employ the "comment function" on the top of your menu list to insert your comments.
Highlight the word that's wrong / the place where a word or punctuation sign is missing, click on "comment," and type in your suggestions. Save your document!!! If you don't save it, you will lose all your entries. When you're done, email it back to the author and me, TOGETHER with the Peer Edit Sheet (rubric). Correct all spelling, grammar, punctuation, format, and content mistakes you can find!
If you want to edit more than one papers, because you need to make up for missed days, ask in class who wants/needs a second peer-edit, and have this student email his/her paper to you. If there's no volunteer, I'll assign you one. When you email the Peer Edit Sheet back to that student, and in copy to me, indicate for which missed day you are making up, so I can put an "excused" on my attendance sheet accordingly! I'll put the volunteers for extra credit on this blog, so tell me who is doing an extra credit peer editing for whom.
CHECK MY GRADE BOOK IN CLASS IF YOU ARE INSECURE ABOUT POSSIBLE MISSED DAYS!!! Maybe you forgot to sign the attendance list on some day.
You will exchange your finished research essays with the following partner (I will distribute the essays you emailed to me to peers who missed that class, or peers whose partner didn't show up):
Group 1: Ken Stoner + Laura Treat
Group 2: Alexandra Rude + Jennifer Gulley (Marissa does one X for Jen)
Group 3: Jacob Talbert + Sarah Klingler (Marisa does one X for Jacob, and for Sarah)
Group 4: Donald Dinkins + Raquel Maxey (Sharita does 1 X for Raquel)
Group 5: Emily Muren + Ashley Epps (Sharita does 1 X for Emily)
Group 6: Sharon Espina + Leah West (Sharita does 1 X for Leah, and 1 X for Sharon)
Group 7: Heather Mormino + Sharita Haralson (Ashley does X for Sharita), Marissa does one X for Heather, Laura Treat does one X for Heather
Group 8: Melisa Ogle + Brian Harris (Sharita does one X for Melisa, and one X for Brian)
Group 9: Marissa Freese + Maddison Green (Alex does one for Marissa)
Friday, November 14, 2008
Part 1: Prescriptive Grammar
This section of the book explores the rules of usage established by the prescriptive grammarians on present-day conceptions of grammar, especially among non-specialists of the 18th century and traces their continuing influence. Prescriptive grammar is based on grammatical classifications established by Greeks and Romans.
The Classical Period encompasses language study carried out by the Greeks and Romans. The Greeks were the innovators and the Romans were the transmitters, and their ideas spread throughout Europe. The achievements of Greek linguistic scholarship lie in three distinct areas: the development of an alphabetic writing system, a tradition of conscious speculation about the nature and use of language, and the investigation and establishment of the concept parts of speech.
The development of the first alphabetic writing system was conceived during the first millennium BC and its the most widely used today. The main figures associated with tradition were a group of known philosophers Socrates, Plato, and Aristotle. They debated the concerns of nature versus convention in language and the relative contribution of analogy versus anomaly to language structure.
In the third century BC, the Greeks had expanded their influence south into Egypt and the city of Alexandria. In Dionysius classifies words into eight classes by adding five new categories toPlato's noun and verb and Aristotle's conjunction: participle, article, pronoun, preposition, and adverb. Furthermore, other related ideas of the parts of speech gave way to a concept called parsing; the process of breaking a sentence up into words, identifying the part of speech it belongs to, and identifying the function of each. Second, was the idea of organizing verbs according to conjunction, that is, by identifying the root of each verb and its suffixes.
Questions: As future teachers, would you teach your students about the Classical Period? Do you think teaching them this would be beneficial or helpful in learning about grammar?
The Classical Period encompasses language study carried out by the Greeks and Romans. The Greeks were the innovators and the Romans were the transmitters, and their ideas spread throughout Europe. The achievements of Greek linguistic scholarship lie in three distinct areas: the development of an alphabetic writing system, a tradition of conscious speculation about the nature and use of language, and the investigation and establishment of the concept parts of speech.
The development of the first alphabetic writing system was conceived during the first millennium BC and its the most widely used today. The main figures associated with tradition were a group of known philosophers Socrates, Plato, and Aristotle. They debated the concerns of nature versus convention in language and the relative contribution of analogy versus anomaly to language structure.
In the third century BC, the Greeks had expanded their influence south into Egypt and the city of Alexandria. In Dionysius classifies words into eight classes by adding five new categories toPlato's noun and verb and Aristotle's conjunction: participle, article, pronoun, preposition, and adverb. Furthermore, other related ideas of the parts of speech gave way to a concept called parsing; the process of breaking a sentence up into words, identifying the part of speech it belongs to, and identifying the function of each. Second, was the idea of organizing verbs according to conjunction, that is, by identifying the root of each verb and its suffixes.
Questions: As future teachers, would you teach your students about the Classical Period? Do you think teaching them this would be beneficial or helpful in learning about grammar?
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