Here's another interesting quote from "Clueless": "Once students are let in on the secret that most influential intellectual work - Tannen's included - springs from having something to contest, they can proceed with a clearer sense of their task." In other words, to return to the point of our discussion, the greater the students' sense of their task (having something to contest), the greater their interest.
> Date: Mon, 8 Aug 2011 11:41:33 -0500
> From:
[log in to unmask]> Subject: Re: Holding their interest
> To:
[log in to unmask]>
> Geoff--
>
> What you describe here sounds a lot like a Rogerian argument, in which the author (A) first explains the position he or she is opposed to (B), without criticism of any sort; the author (A) simply shows that they understand position (B). Then the author (A) offers non-pejorative critique of position (B): 'I see a problem/weakness/issue in position (B) that you (person who holds position [B]) have not addressed.' Then the author (A) offers elements of their own position on the issue that (A) thinks will help strengthen the opposing position (B). Based on the work of psychologist Carl Rogers, this type of argument is a mainstay of mediation: it shows that you are actually listening to the 'other,' treating their point of view as valid and thoughtful; and it presents your own argument not as antagonistic, but as potentially useful in helping the opposition achieve a more effective result (and one that both sides can possible agree to as a fair compromise). The only argumentative writing textbook I know of that has a whole Rogerian assignment is Nancy Wood's Essentials of Argument.
>
> I have a copy of They Say/I Say on my shelf--now I'll have to look at it! Thanks!
>
> Seth
>
> Dr. Seth Katz
> Assistant Professor
> Department of English
> Bradley University
>
> ________________________________
>
> From: Assembly for the Teaching of English Grammar on behalf of Geoffrey Layton
> Sent: Sun 8/7/2011 10:13 PM
> To:
[log in to unmask]> Subject: Re: Holding their interest
>
>
> Paul,
>
> I think the most valuable part of the T/I Say is the "They say" portion because students must be able to identify what they're responding to - and why. In other words, they have to ask (and answer) the question what is it about the text that makes it interesting. I've had a lot of luck teaching "commonplaces" in the context of the following template, "Most (many, the author, my parents, etc) seem to think X (the "commonplace"), but a closer look reveals Y. It's important to recognize that Y is (just as important, preferable, superior to, different from, etc) X because . . ."
>
> Geoff Layton
>
>
> ________________________________
>
> Date: Sun, 7 Aug 2011 16:46:38 -0700
> From:
[log in to unmask]> Subject: Re: Holding To join or leave this LISTSERV list, please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
========================================================================Date: Mon, 8 Aug 2011 12:48:14 -0500
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: John Dews-Alexander <[log in to unmask]>
Subject: Re: Holding their interest
In-Reply-To: <[log in to unmask]>
MIME-Version: 1.0
Content-Type: multipart/alternative; boundarye6ba6e8f2466755504aa020e45
--90e6ba6e8f2466755504aa020e45
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Thanks for bringing up the Rogerian argument, Seth! One of the best writing
courses I ever took in college was an expository writing class that very
well may have used the Wood text. The Rogerian argument works very well in
the classroom at many levels. High school students enjoy the structure
provided without the rigidity of a formal essay. It can be used for topics
as complex as gun control or as humorous as convincing a roommate to leave
the toilet seat down. I would encourage secondary teachers to give it a try!
John
On Mon, Aug 8, 2011 at 11:41 AM, Katz, Seth <[log in to unmask]> wrote:
> Geoff--
>
> What you describe here sounds a lot like a Rogerian argument, in which the
> author (A) first explains the position he or she is opposed to (B), without
> criticism of any sort; the author (A) simply shows that they understand
> position (B). Then the author (A) offers non-pejorative critique of position
> (B): 'I see a problem/weakness/issue in position (B) that you (person who
> holds position [B]) have not addressed.' Then the author (A) offers elements
> of their own position on the issue that (A) thinks will help strengthen the
> opposing position (B). Based on the work of psychologist Carl Rogers, this
> type of argument is a mainstay of mediation: it shows that you are actually
> listening to the 'other,' treating their point of view as valid and
> thoughtful; and it presents your own argument not as antagonistic, but as
> potentially useful in helping the opposition achieve a more effective result
> (and one that both sides can possible agree to as a fair compromise). The
> only argumentative writing textbook I know of that has a whole Rogerian
> assignment is Nancy Wood's Essentials of Argument.
>
> I have a copy of They Say/I Say on my shelf--now I'll have to look at it!
> Thanks!
>
> Seth
>
> Dr. Seth Katz
> Assistant Professor
> Department of English
> Bradley University
>
> ________________________________
>
> From: Assembly for the Teaching of English Grammar on behalf of Geoffrey
> Layton
> Sent: Sun 8/7/2011 10:13 PM
> To: [log in to unmask]
> Subject: Re: Holding their interest
>
>
> Paul,
>
> I think the most valuable part of the T/I Say is the "They say" portion
> because students must be able to identify what they're responding to - and
> why. In other words, they have to ask (and answer) the question what is it
> about the text that makes it interesting. I've had a lot of luck teaching
> "commonplaces" in the context of the following template, "Most (many, the
> author, my parents, etc) seem to think X (the "commonplace"), but a closer
> look reveals Y. It's important to recognize that Y is (just as important,
> preferable, superior to, different from, etc) X because . . ."
>
> Geoff Layton
>
>
> ________________________________
>
> Date: Sun, 7 Aug 2011 16:46:38 -0700
> From: [log in to unmask]
> Subject: Re: Holding their interest
> To: [log in to unmask]
>
>
> THis is interesting. Last year, we adopted the They Say/I Say (with
> readings) text for our revised senior English curriculum. This year we'll be
> using it again (first semester only). It's hard to assess yet how successful
> it's been, but so far, it looks like we made a good choice. I'm open to any
> ideas about using this text that any of you have, and I'd love to share them
> with the rest of our senior English team.
>
> Thanks,
>
> Paul D.
>
> "If this were play'd upon a stage now, I could condemn it as an improbable
> fiction" (_Twelfth Night_ 3.4.127-128).
>
>
> ________________________________
>
> From: Geoffrey Layton <[log in to unmask]>
> To: [log in to unmask]
> Sent: Sun, August 7, 2011 7:02:58 PM
> Subject: Holding their interest
>
>
> Carol - There are, I think, two ways to look at the problem that I assume
> you're referring to - student lack of engagement in the basic writing class
> (or any other writing/comp course for that matter!). Sometimes, as you
> indicate, the way to approach it is to make the subject matter more
> "interesting" (although what is interesting to one student may not be to
> another) - and the way I've seen that addressed is to focus on current
> events, social issues, and politics (often, of course, they merge into one).
> Unfortunately, tackling "big subjects" (the environment, racism, the budget
> crisis, etc) is tough enough for professional writers, and it's routine to
> see basic writers totally fall to pieces when the subject matter becomes
> "interesting."
>
> Another problem with this approach is that it pretty much leaves the
> grammar to take care of itself, often in "mini-lessons" or "grammar in the
> context in writing" where grammar and mechanical issues are dealt with after
> the fact. The problem here, it seems, is that grammar and mechanics don't
> begin to cover the writing problems of freshman basic writers - even if
> every grammar "error" gets corrected, the writing is still a mess.
>
> The other way to address the problem is to work on the assumption that
> student interest grows along with their command of the subject matter - in
> other words, the more they learn about how to write, the more
> engaged/interested they become in the act of writing. This is the idea
> behind the book "They say/I say: The moves that matter in academic writing"
> by Graff and Birkenstein. Although at first it may seem geared to higher
> level writing class than what you have (the book was written to deal with
> first-year freshman writing problems at UIC), the approach is still a sound
> one - to help students gain control over their writing. As Stanley Fish
> says, "Drill students in the forms that enable meaning . . . What students
> must learn are the forms; the content will follow."
>
> Geoff Layton
>
>
> ________________________________
>
> Date: Sun, 7 Aug 2011 13:12:00 -0700
> From: [log in to unmask]
> Subject: Re: 22 Britannia Road
> To: [log in to unmask]
>
>
> I just re-joined the list after a long time away. I'll be teaching basic
> writing and grammar to freshman community college students. I'd appreciate
> any suggestions and practical exercises for basic writers to make the
> subject more interesting for non-enthusiasts!
> Carol Morrison
>
> --- On Sun, 8/7/11, Jane Mairs <[log in to unmask]> wrote:
>
>
>
> From: Jane Mairs <[log in to unmask]>
> Subject: Re: 22 Britannia Road
> To: [log in to unmask]
> Date: Sunday, August 7, 2011, 3:18 PM
>
>
>
> There are too many argumentative and angry exchanges in this
> listserv and too few productive discussions.
>
> I am leaving.
>
> Jane Mairs
>
>
>
> From: Assembly for the Teaching of English Grammar [mailto:
> [log in to unmask]] On Behalf Of Brad Johnston
> Sent: Sunday, August 07, 2011 9:19 AM
> To: [log in to unmask]
> Subject: Re: 22 Britannia Road
>
>
>
> For those not set for html, color and graphics by whatever name,
> this will be hard to follow.
>
>
>
> .br-had.sun.07aug11.
>
>
>
>
> ________________________________
>
>
> From: Geoffrey Layton <[log in to unmask]>
> To: [log in to unmask]
> Sent: Sunday, August 7, 2011 12:17 AM
> Subject: Re: 22 Britannia Road
>
> Thanks, Brad - now we're getting somewhere! Indeed we are, thanks to
> you! A thousand welcomes. The next step is to analyze the change in meaning
> between the two tenses. Holy cow! Where have YOU been for the last dozen
> years? For example, I'm not sure that it's accurate to say that "there is
> nothing the word 'had' can do for a past tense verb that the verb cannot do
> for itself." A past tense verb, G. The motto doesn't say 'a verb', it says a
> PAST TENSE verb. It seems to me that "had" does something extremely
> important to the past tense verb in this particular piece of writing as the
> simple past which one? would put Janusz in a place where the writer
> doesn't want him. The perfect tense implies that the goodbyes HAD BEEN said
> before Aurek finds himself in his current situation, Indeed they were, but
> not 'had been'. Exactly the point. The past tense of 'to be' is 'was' and
> 'were', not 'had been'. The good-byes were said earlier. Lotsa things
> happened earlier. All Gaul was divided, Teddy Roosevelt stormed San Juan
> Hill. Lotsa things. which it seems to me is exactly the position in which
> the writer wants his character to be.
>
>
>
> All past events were preceded by other past events. That's not what
> the past perfect is for. The past perfect is a specialized device that lets
> us show that by the time something happened, something else had already
> happened. If you like ... "By the time Janusz found himself on the train, he
> had already left home and in doing so, had said his good-byes to his wife."
> A bit back-handed but this is exactly why the past perfect is not just a
> convention. It provides a distinct time-sequence separation. Thanks for the
> push down that road.
>
>
>
> Geoff Layton
>
>
>
> .br-had.sun.07aug11.
>
>
>
>
> ________________________________
>
>
> Date: Sat, 6 Aug 2011 20:41:41 -0700
> From: [log in to unmask] <
> http:[log in to unmask]>
> Subject: 22 Britannia Road
> To: [log in to unmask] <
> http:[log in to unmask]>
>
> Brad and Martha,
>
>
>
> Here's a juicy one, from "22 Britannia Road", by Amanda Hodgkinson,
> c.2011, page 24.
>
>
>
> In carriages up and down the train, soldiers were singing and
> sharing jokes but Janusz stayed silent. He prayed Silvana and Aurek would be
> safe. He'd said good-bye casually, as if he were just going out to buy a
> newspaper. He'd told himself it was braver to leave like that. He'd met up
> with his father a few days before and that had been the old man's advice.
>
> "Don't dwell too long on saying your good-byes. Women always
> cry and make a fuss. Make it quick. Good-byes are best kept short. Be strong
> and you'll make a good soldier." His father had looked down then, his hand
> hovering over Janusz's shoulder. "Just make sure you come back in one
> piece."
>
> Now Janusz regretted the way he had left. In truth it hadn't
> been bravery that had made him turn his back so quickly on his wife and
> child. It had been the hot tears that had pushed at his eyes as he'd brushed
> Silvana's cheek with a kiss. His father had been wrong. She'd been the brave
> one, standing there dry-eyed, holding their son tightly in her arms.
>
>
>
> Thirteen 'had's in the quote. Once you get on the Had Highway, it's
> hard to find the exit ramp.
>
>
>
> I have an idea. The first 'had' -- where she writes, 'He'd said
> goodbye casually' -- is a nice example of the Bad Grammar Flashback
> Convention, which the schools of "creative writing" all teach as the way it
> should be done. Let's assume the author wrote, as she should have written,
> "When he left his home, he said goodbye casually", and then take it from
> there. Disregard that first 'had' and consider the last 12. Apply the
> past-tense default to each of them and see what you get. What makes sense?
> What conveys the intent? If the past tense says what it should say, that's
> the one you want. Don't put 'had' in front of it. "There is nothing the word
> 'had' can do for a past tense verb that the verb cannot do for itself."
>
>
>
> For Geoffrey, here's the way it should have been written:
>
>
>
> In carriages up and down the train, soldiers were singing and
> sharing jokes but Janusz stayed silent. He prayed Silvana and Aurek would be
> safe. [When he left his home], he said good-bye casually, as if he were just
> going out to buy a newspaper. He told himself it was braver to leave like
> that. He met up with his father a few days before and that was the old man's
> advice.
>
> "Don't dwell too long on saying your good-byes. Women always
> cry and make a fuss. Make it quick. Good-byes are best kept short. Be strong
> and you'll make a good soldier." His father looked down then, his hand
> hovering over Janusz's shoulder. "Just make sure you come back in one
> piece."
>
> Now Janusz regretted the way he left. In truth it wasn't
> bravery that made him turn his back so quickly on his wife and child. It was
> the hot tears that pushed at his eyes as he brushed Silvana's cheek with a
> kiss. His father was wrong. She was the brave one, standing there dry-eyed,
> holding their son tightly in her arms.
>
>
>
> As you can see, there is nothing the word 'had' can do for a past
> tense verb that the verb cannot do for itself.**
>
>
>
> ** Clear statement of position, for Geoffrey's consideration.
>
>
>
> .br-had.sat.06aug11.
>
> .
>
>
>
> To join or leave this LISTSERV list, please visit the list's web
> interface at: http://listserv.muohio.edu/archives/ateg.html and select
> "Join or leave the list"
> Visit ATEG's web site at http://ateg.org/
> To join or leave this LISTSERV list, please visit the list's web
> interface at: http://listserv.muohio.edu/archives/ateg.html and select
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> Visit ATEG's web site at http://ateg.org/
>
> To join or leave this LISTSERV list, please visit the list's web interface
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> leave the list" Visit ATEG's web site at http://ateg.org/
>
> To join or leave this LISTSERV list, please visit the list's web interface
> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
> leave the list" Visit ATEG's web site at http://ateg.org/
>
> To join or leave this LISTSERV list, please visit the list's web interface
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> leave the list" Visit ATEG's web site at http://ateg.org/
>
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> leave the list"
>
> Visit ATEG's web site at http://ateg.org/
>
>
> To join or leave this LISTSERV list, please visit the list's web interface
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Thanks for bringing up the Rogerian argument, Seth! One of the best writing courses I ever took in college was an expository writing class that very well may have used the Wood text. The Rogerian argument works very well in the classroom at many levels. High school students enjoy the structure provided without the rigidity of a formal essay. It can be used for topics as complex as gun control or as humorous as convincing a roommate to leave the toilet seat down. I would encourage secondary teachers to give it a try!
John
On Mon, Aug 8, 2011 at 11:41 AM, Katz, Seth
<[log in to unmask]> wrote:
Geoff--
What you describe here sounds a lot like a Rogerian argument, in which the author (A) first explains the position he or she is opposed to (B), without criticism of any sort; the author (A) simply shows that they understand position (B). Then the author (A) offers non-pejorative critique of position (B): 'I see a problem/weakness/issue in position (B) that you (person who holds position [B]) have not addressed.' Then the author (A) offers elements of their own position on the issue that (A) thinks will help strengthen the opposing position (B). Based on the work of psychologist Carl Rogers, this type of argument is a mainstay of mediation: it shows that you are actually listening to the 'other,' treating their point of view as valid and thoughtful; and it presents your own argument not as antagonistic, but as potentially useful in helping the opposition achieve a more effective result (and one that both sides can possible agree to as a fair compromise). The only argumentative writing textbook I know of that has a whole Rogerian assignment is Nancy Wood's Essentials of Argument.
I have a copy of They Say/I Say on my shelf--now I'll have to look at it! Thanks!
Seth
Dr. Seth Katz
Assistant Professor
Department of English
Bradley University
________________________________
From: Assembly for the Teaching of English Grammar on behalf of Geoffrey Layton
Sent: Sun 8/7/2011 10:13 PM
To: [log in to unmask]
Subject: Re: Holding their interest
Paul,
I think the most valuable part of the T/I Say is the "They say" portion because students must be able to identify what they're responding to - and why. In other words, they have to ask (and answer) the question what is it about the text that makes it interesting. I've had a lot of luck teaching "commonplaces" in the context of the following template, "Most (many, the author, my parents, etc) seem to think X (the "commonplace"), but a closer look reveals Y. It's important to recognize that Y is (just as important, preferable, superior to, different from, etc) X because . . ."
Geoff Layton
________________________________
Date: Sun, 7 Aug 2011 16:46:38 -0700
From: [log in to unmask]
Subject: Re: Holding their interest
To: [log in to unmask]
THis is interesting. Last year, we adopted the They Say/I Say (with readings) text for our revised senior English curriculum. This year we'll be using it again (first semester only). It's hard to assess yet how successful it's been, but so far, it looks like we made a good choice. I'm open to any ideas about using this text that any of you have, and I'd love to share them with the rest of our senior English team.
Thanks,
Paul D.
"If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128).
________________________________
From: Geoffrey Layton <[log in to unmask]>
To: [log in to unmask]
Sent: Sun, August 7, 2011 7:02:58 PM
Subject: Holding their interest
Carol - There are, I think, two ways to look at the problem that I assume you're referring to - student lack of engagement in the basic writing class (or any other writing/comp course for that matter!). Sometimes, as you indicate, the way to approach it is to make the subject matter more "interesting" (although what is interesting to one student may not be to another) - and the way I've seen that addressed is to focus on current events, social issues, and politics (often, of course, they merge into one). Unfortunately, tackling "big subjects" (the environment, racism, the budget crisis, etc) is tough enough for professional writers, and it's routine to see basic writers totally fall to pieces when the subject matter becomes "interesting."
Another problem with this approach is that it pretty much leaves the grammar to take care of itself, often in "mini-lessons" or "grammar in the context in writing" where grammar and mechanical issues are dealt with after the fact. The problem here, it seems, is that grammar and mechanics don't begin to cover the writing problems of freshman basic writers - even if every grammar "error" gets corrected, the writing is still a mess.
The other way to address the problem is to work on the assumption that student interest grows along with their command of the subject matter - in other words, the more they learn about how to write, the more engaged/interested they become in the act of writing. This is the idea behind the book "They say/I say: The moves that matter in academic writing" by Graff and Birkenstein. Although at first it may seem geared to higher level writing class than what you have (the book was written to deal with first-year freshman writing problems at UIC), the approach is still a sound one - to help students gain control over their writing. As Stanley Fish says, "Drill students in the forms that enable meaning . . . What students must learn are the forms; the content will follow."
Geoff Layton
________________________________
Date: Sun, 7 Aug 2011 13:12:00 -0700
From: [log in to unmask]
Subject: Re: 22 Britannia Road
To: [log in to unmask]
I just re-joined the list after a long time away. I'll be teaching basic writing and grammar to freshman community college students. I'd appreciate any suggestions and practical exercises for basic writers to make the subject more interesting for non-enthusiasts!
Carol Morrison
--- On Sun, 8/7/11, Jane Mairs <[log in to unmask]> wrote:
From: Jane Mairs <[log in to unmask]>
Subject: Re: 22 Britannia Road
To: [log in to unmask]
Date: Sunday, August 7, 2011, 3:18 PM
There are too many argumentative and angry exchanges in this listserv and too few productive discussions.
I am leaving.
Jane Mairs
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Brad Johnston
Sent: Sunday, August 07, 2011 9:19 AM
To: [log in to unmask]
Subject: Re: 22 Britannia Road
For those not set for html, color and graphics by whatever name, this will be hard to follow.
.br-had.sun.07aug11.
________________________________
From: Geoffrey Layton <[log in to unmask]>
To: [log in to unmask]
Sent: Sunday, August 7, 2011 12:17 AM
Subject: Re: 22 Britannia Road
Thanks, Brad - now we're getting somewhere! Indeed we are, thanks to you! A thousand welcomes. The next step is to analyze the change in meaning between the two tenses. Holy cow! Where have YOU been for the last dozen years? For example, I'm not sure that it's accurate to say that "there is nothing the word 'had' can do for a past tense verb that the verb cannot do for itself." A past tense verb, G. The motto doesn't say 'a verb', it says a PAST TENSE verb. It seems to me that "had" does something extremely important to the past tense verb in this particular piece of writing as the simple past which one? would put <Aurek> Janusz in a place where the writer doesn't want him. The perfect tense implies that the goodbyes HAD BEEN said before Aurek finds himself in his current situation, Indeed they were, but not 'had been'. Exactly the point. The past tense of 'to be' is 'was' and 'were', not 'had been'. The good-byes were said earlier. Lotsa things happened earlier. All Gaul was divided, Teddy Roosevelt stormed San Juan Hill. Lotsa things. which it seems to me is exactly the position in which the writer wants his character to be.
All past events were preceded by other past events. That's not what the past perfect is for. The past perfect is a specialized device that lets us show that by the time something happened, something else had already happened. If you like ... "By the time Janusz found himself on the train, he had already left home and in doing so, had said his good-byes to his wife." A bit back-handed but this is exactly why the past perfect is not just a convention. It provides a distinct time-sequence separation. Thanks for the push down that road.
Geoff Layton
.br-had.sun.07aug11.
________________________________
Date: Sat, 6 Aug 2011 20:41:41 -0700
From: [log in to unmask] <[log in to unmask]" target="_blank">http:[log in to unmask]>
Subject: 22 Britannia Road
To: [log in to unmask] <[log in to unmask]" target="_blank">http:[log in to unmask]>
Brad and Martha,
Here's a juicy one, from "22 Britannia Road", by Amanda Hodgkinson, c.2011, page 24.
In carriages up and down the train, soldiers were singing and sharing jokes but Janusz stayed silent. He prayed Silvana and Aurek would be safe. He'd said good-bye casually, as if he were just going out to buy a newspaper. He'd told himself it was braver to leave like that. He'd met up with his father a few days before and that had been the old man's advice.
"Don't dwell too long on saying your good-byes. Women always cry and make a fuss. Make it quick. Good-byes are best kept short. Be strong and you'll make a good soldier." His father had looked down then, his hand hovering over Janusz's shoulder. "Just make sure you come back in one piece."
Now Janusz regretted the way he had left. In truth it hadn't been bravery that had made him turn his back so quickly on his wife and child. It had been the hot tears that had pushed at his eyes as he'd brushed Silvana's cheek with a kiss. His father had been wrong. She'd been the brave one, standing there dry-eyed, holding their son tightly in her arms.
Thirteen 'had's in the quote. Once you get on the Had Highway, it's hard to find the exit ramp.
I have an idea. The first 'had' -- where she writes, 'He'd said goodbye casually' -- is a nice example of the Bad Grammar Flashback Convention, which the schools of "creative writing" all teach as the way it should be done. Let's assume the author wrote, as she should have written, "When he left his home, he said goodbye casually", and then take it from there. Disregard that first 'had' and consider the last 12. Apply the past-tense default to each of them and see what you get. What makes sense? What conveys the intent? If the past tense says what it should say, that's the one you want. Don't put 'had' in front of it. "There is nothing the word 'had' can do for a past tense verb that the verb cannot do for itself."
For Geoffrey, here's the way it should have been written:
In carriages up and down the train, soldiers were singing and sharing jokes but Janusz stayed silent. He prayed Silvana and Aurek would be safe. [When he left his home], he said good-bye casually, as if he were just going out to buy a newspaper. He told himself it was braver to leave like that. He met up with his father a few days before and that was the old man's advice.
"Don't dwell too long on saying your good-byes. Women always cry and make a fuss. Make it quick. Good-byes are best kept short. Be strong and you'll make a good soldier." His father looked down then, his hand hovering over Janusz's shoulder. "Just make sure you come back in one piece."
Now Janusz regretted the way he left. In truth it wasn't bravery that made him turn his back so quickly on his wife and child. It was the hot tears that pushed at his eyes as he brushed Silvana's cheek with a kiss. His father was wrong. She was the brave one, standing there dry-eyed, holding their son tightly in her arms.
As you can see, there is nothing the word 'had' can do for a past tense verb that the verb cannot do for itself.**
** Clear statement of position, for Geoffrey's consideration.
.br-had.sat.06aug11.
.
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--90e6ba6e8f2466755504aa020e45--
========================================================================Date: Mon, 8 Aug 2011 13:19:59 -0500
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Geoffrey Layton <[log in to unmask]>
Subject: Re: Holding their interest
In-Reply-To: <[log in to unmask]>
Content-Type: multipart/alternative;
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--_3d07a8e5-8c20-409c-94b7-ddafc712bce9_
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Content-Transfer-Encoding: quoted-printable
I want to know what it takes to convince a roommate to leave the toilet seat up!
Geoff Layton
Date: Mon, 8 Aug 2011 12:48:14 -0500
From: [log in to unmask]
Subject: Re: Holding their interest
To: [log in to unmask]
Thanks for bringing up the Rogerian argument, Seth! One of the best writing courses I ever took in college was an expository writing class that very well may have used the Wood text. The Rogerian argument works very well in the classroom at many levels. High school students enjoy the structure provided without the rigidity of a formal essay. It can be used for topics as complex as gun control or as humorous as convincing a roommate to leave the toilet seat down. I would encourage secondary teachers to give it a try!
John
On Mon, Aug 8, 2011 at 11:41 AM, Katz, Seth <[log in to unmask]> wrote:
Geoff--
What you describe here sounds a lot like a Rogerian argument, in which the author (A) first explains the position he or she is opposed to (B), without criticism of any sort; the author (A) simply shows that they understand position (B). Then the author (A) offers non-pejorative critique of position (B): 'I see a problem/weakness/issue in position (B) that you (person who holds position [B]) have not addressed.' Then the author (A) offers elements of their own position on the issue that (A) thinks will help strengthen the opposing position (B). Based on the work of psychologist Carl Rogers, this type of argument is a mainstay of mediation: it shows that you are actually listening to the 'other,' treating their point of view as valid and thoughtful; and it presents your own argument not as antagonistic, but as potentially useful in helping the opposition achieve a more effective result (and one that both sides can possible agree to as a fair compromise). The only argumentative writing textbook I know of that has a whole Rogerian assignment is Nancy Wood's Essentials of Argument.
I have a copy of They Say/I Say on my shelf--now I'll have to look at it! Thanks!
Seth
Dr. Seth Katz
Assistant Professor
Department of English
Bradley University
________________________________
From: Assembly for the Teaching of English Grammar on behalf of Geoffrey Layton
Sent: Sun 8/7/2011 10:13 PM
To: [log in to unmask]
Subject: Re: Holding their interest
Paul,
I think the most valuable part of the T/I Say is the "They say" portion because students must be able to identify what they're responding to - and why. In other words, they have to ask (and answer) the question what is it about the text that makes it interesting. I've had a lot of luck teaching "commonplaces" in the context of the following template, "Most (many, the author, my parents, etc) seem to think X (the "commonplace"), but a closer look reveals Y. It's important to recognize that Y is (just as important, preferable, superior to, different from, etc) X because . . ."
Geoff Layton
________________________________
Date: Sun, 7 Aug 2011 16:46:38 -0700
From: [log in to unmask]
Subject: Re: Holding their interest
To: [log in to unmask]
THis is interesting. Last year, we adopted the They Say/I Say (with readings) text for our revised senior English curriculum. This year we'll be using it again (first semester only). It's hard to assess yet how successful it's been, but so far, it looks like we made a good choice. I'm open to any ideas about using this text that any of you have, and I'd love to share them with the rest of our senior English team.
Thanks,
Paul D.
"If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128).
________________________________
From: Geoffrey Layton <[log in to unmask]>
To: [log in to unmask]
Sent: Sun, August 7, 2011 7:02:58 PM
Subject: Holding their interest
Carol - There are, I think, two ways to look at the problem that I assume you're referring to - student lack of engagement in the basic writing class (or any other writing/comp course for that matter!). Sometimes, as you indicate, the way to approach it is to make the subject matter more "interesting" (although what is interesting to one student may not be to another) - and the way I've seen that addressed is to focus on current events, social issues, and politics (often, of course, they merge into one). Unfortunately, tackling "big subjects" (the environment, racism, the budget crisis, etc) is tough enough for professional writers, and it's routine to see basic writers totally fall to pieces when the subject matter becomes "interesting."
Another problem with this approach is that it pretty much leaves the grammar to take care of itself, often in "mini-lessons" or "grammar in the context in writing" where grammar and mechanical issues are dealt with after the fact. The problem here, it seems, is that grammar and mechanics don't begin to cover the writing problems of freshman basic writers - even if every grammar "error" gets corrected, the writing is still a mess.
The other way to address the problem is to work on the assumption that student interest grows along with their command of the subject matter - in other words, the more they learn about how to write, the more engaged/interested they become in the act of writing. This is the idea behind the book "They say/I say: The moves that matter in academic writing" by Graff and Birkenstein. Although at first it may seem geared to higher level writing class than what you have (the book was written to deal with first-year freshman writing problems at UIC), the approach is still a sound one - to help students gain control over their writing. As Stanley Fish says, "Drill students in the forms that enable meaning . . . What students must learn are the forms; the content will follow."
Geoff Layton
________________________________
Date: Sun, 7 Aug 2011 13:12:00 -0700
From: [log in to unmask]
Subject: Re: 22 Britannia Road
To: [log in to unmask]
I just re-joined the list after a long time away. I'll be teaching basic writing and grammar to freshman community college students. I'd appreciate any suggestions and practical exercises for basic writers to make the subject more interesting for non-enthusiasts!
Carol Morrison
--- On Sun, 8/7/11, Jane Mairs <[log in to unmask]> wrote:
From: Jane Mairs <[log in to unmask]>
Subject: Re: 22 Britannia Road
To: [log in to unmask]
Date: Sunday, August 7, 2011, 3:18 PM
There are too many argumentative and angry exchanges in this listserv and too few productive discussions.
I am leaving.
Jane Mairs
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Brad Johnston
Sent: Sunday, August 07, 2011 9:19 AM
To: [log in to unmask]
Subject: Re: 22 Britannia Road
For those not set for html, color and graphics by whatever name, this will be hard to follow.
.br-had.sun.07aug11.
________________________________
From: Geoffrey Layton <[log in to unmask]>
To: [log in to unmask]
Sent: Sunday, August 7, 2011 12:17 AM
Subject: Re: 22 Britannia Road
Thanks, Brad - now we're getting somewhere! Indeed we are, thanks to you! A thousand welcomes. The next step is to analyze the change in meaning between the two tenses. Holy cow! Where have YOU been for the last dozen years? For example, I'm not sure that it's accurate to say that "there is nothing the word 'had' can do for a past tense verb that the verb cannot do for itself." A past tense verb, G. The motto doesn't say 'a verb', it says a PAST TENSE verb. It seems to me that "had" does something extremely important to the past tense verb in this particular piece of writing as the simple past which one? would put Janusz in a place where the writer doesn't want him. The perfect tense implies that the goodbyes HAD BEEN said before Aurek finds himself in his current situation, Indeed they were, but not 'had been'. Exactly the point. The past tense of 'to be' is 'was' and 'were', not 'had been'. The good-byes were said earlier. Lotsa things happened earlier. All Gaul was divided, Teddy Roosevelt stormed San Juan Hill. Lotsa things. which it seems to me is exactly the position in which the writer wants his character to be.
All past events were preceded by other past events. That's not what the past perfect is for. The past perfect is a specialized device that lets us show that by the time something happened, something else had already happened. If you like ... "By the time Janusz found himself on the train, he had already left home and in doing so, had said his good-byes to his wife." A bit back-handed but this is exactly why the past perfect is not just a convention. It provides a distinct time-sequence separation. Thanks for the push down that road.
Geoff Layton
.br-had.sun.07aug11.
________________________________
Date: Sat, 6 Aug 2011 20:41:41 -0700
From: [log in to unmask] [log in to unmask]>
Subject: 22 Britannia Road
To: [log in to unmask] [log in to unmask]>
Brad and Martha,
Here's a juicy one, from "22 Britannia Road", by Amanda Hodgkinson, c.2011, page 24.
In carriages up and down the train, soldiers were singing and sharing jokes but Janusz stayed silent. He prayed Silvana and Aurek would be safe. He'd said good-bye casually, as if he were just going out to buy a newspaper. He'd told himself it was braver to leave like that. He'd met up with his father a few days before and that had been the old man's advice.
"Don't dwell too long on saying your good-byes. Women always cry and make a fuss. Make it quick. Good-byes are best kept short. Be strong and you'll make a good soldier." His father had looked down then, his hand hovering over Janusz's shoulder. "Just make sure you come back in one piece."
Now Janusz regretted the way he had left. In truth it hadn't been bravery that had made him turn his back so quickly on his wife and child. It had been the hot tears that had pushed at his eyes as he'd brushed Silvana's cheek with a kiss. His father had been wrong. She'd been the brave one, standing there dry-eyed, holding their son tightly in her arms.
Thirteen 'had's in the quote. Once you get on the Had Highway, it's hard to find the exit ramp.
I have an idea. The first 'had' -- where she writes, 'He'd said goodbye casually' -- is a nice example of the Bad Grammar Flashback Convention, which the schools of "creative writing" all teach as the way it should be done. Let's assume the author wrote, as she should have written, "When he left his home, he said goodbye casually", and then take it from there. Disregard that first 'had' and consider the last 12. Apply the past-tense default to each of them and see what you get. What makes sense? What conveys the intent? If the past tense says what it should say, that's the one you want. Don't put 'had' in front of it. "There is nothing the word 'had' can do for a past tense verb that the verb cannot do for itself."
For Geoffrey, here's the way it should have been written:
In carriages up and down the train, soldiers were singing and sharing jokes but Janusz stayed silent. He prayed Silvana and Aurek would be safe. [When he left his home], he said good-bye casually, as if he were just going out to buy a newspaper. He told himself it was braver to leave like that. He met up with his father a few days before and that was the old man's advice.
"Don't dwell too long on saying your good-byes. Women always cry and make a fuss. Make it quick. Good-byes are best kept short. Be strong and you'll make a good soldier." His father looked down then, his hand hovering over Janusz's shoulder. "Just make sure you come back in one piece."
Now Janusz regretted the way he left. In truth it wasn't bravery that made him turn his back so quickly on his wife and child. It was the hot tears that pushed at his eyes as he brushed Silvana's cheek with a kiss. His father was wrong. She was the brave one, standing there dry-eyed, holding their son tightly in her arms.
As you can see, there is nothing the word 'had' can do for a past tense verb that the verb cannot do for itself.**
** Clear statement of position, for Geoffrey's consideration.
.br-had.sat.06aug11.
.
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
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--_3d07a8e5-8c20-409c-94b7-ddafc712bce9_
Content-Type: text/html; charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
I want to know what it takes to convince a roommate to leave the toilet seat up!
Geoff Layton
Date: Mon, 8 Aug 2011 12:48:14 -0500
From:
[log in to unmask]Subject: Re: Holding their interest
To:
[log in to unmask]Thanks for bringing up the Rogerian argument, Seth! One of the best writing courses I ever took in college was an expository writing class that very well may have used the Wood text. The Rogerian argument works very well in the classroom at many levels. High school students enjoy the structure provided without the rigidity of a formal essay. It can be used for topics as complex as gun control or as humorous as convincing a roommate to leave the toilet seat down. I would encourage secondary teachers to give it a try!
John
On Mon, Aug 8, 2011 at 11:41 AM, Katz, Seth
<[log in to unmask]> wrote:
Geoff--
What you describe here sounds a lot like a Rogerian argument, in which the author (A) first explains the position he or she is opposed to (B), without criticism of any sort; the author (A) simply shows that they understand position (B). Then the author (A) offers non-pejorative critique of position (B): 'I see a problem/weakness/issue in position (B) that you (person who holds position [B]) have not addressed.' Then the author (A) offers elements of their own position on the issue that (A) thinks will help strengthen the opposing position (B). Based on the work of psychologist Carl Rogers, this type of argument is a mainstay of mediation: it shows that you are actually listening to the 'other,' treating their point of view as valid and thoughtful; and it presents your own argument not as antagonistic, but as potentially useful in helping the opposition achieve a more effective result (and one that both sides can possible agree to as a fair compromise). The only argumentative writing textbook I know of that has a whole Rogerian assignment is Nancy Wood's Essentials of Argument.
I have a copy of They Say/I Say on my shelf--now I'll have to look at it! Thanks!
Seth
Dr. Seth Katz
Assistant Professor
Department of English
Bradley University
________________________________
From: Assembly for the Teaching of English Grammar on behalf of Geoffrey Layton
Sent: Sun 8/7/2011 10:13 PM
To: [log in to unmask]
Subject: Re: Holding their interest
Paul,
I think the most valuable part of the T/I Say is the "They say" portion because students must be able to identify what they're responding to - and why. In other words, they have to ask (and answer) the question what is it about the text that makes it interesting. I've had a lot of luck teaching "commonplaces" in the context of the following template, "Most (many, the author, my parents, etc) seem to think X (the "commonplace"), but a closer look reveals Y. It's important to recognize that Y is (just as important, preferable, superior to, different from, etc) X because . . ."
Geoff Layton
________________________________
Date: Sun, 7 Aug 2011 16:46:38 -0700
From: [log in to unmask]
Subject: Re: Holding their interest
To: [log in to unmask]
THis is interesting. Last year, we adopted the They Say/I Say (with readings) text for our revised senior English curriculum. This year we'll be using it again (first semester only). It's hard to assess yet how successful it's been, but so far, it looks like we made a good choice. I'm open to any ideas about using this text that any of you have, and I'd love to share them with the rest of our senior English team.
Thanks,
Paul D.
"If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128).
________________________________
From: Geoffrey Layton <[log in to unmask]>
To: [log in to unmask]
Sent: Sun, August 7, 2011 7:02:58 PM
Subject: Holding their interest
Carol - There are, I think, two ways to look at the problem that I assume you're referring to - student lack of engagement in the basic writing class (or any other writing/comp course for that matter!). Sometimes, as you indicate, the way to approach it is to make the subject matter more "interesting" (although what is interesting to one student may not be to another) - and the way I've seen that addressed is to focus on current events, social issues, and politics (often, of course, they merge into one). Unfortunately, tackling "big subjects" (the environment, racism, the budget crisis, etc) is tough enough for professional writers, and it's routine to see basic writers totally fall to pieces when the subject matter becomes "interesting."
Another problem with this approach is that it pretty much leaves the grammar to take care of itself, often in "mini-lessons" or "grammar in the context in writing" where grammar and mechanical issues are dealt with after the fact. The problem here, it seems, is that grammar and mechanics don't begin to cover the writing problems of freshman basic writers - even if every grammar "error" gets corrected, the writing is still a mess.
The other way to address the problem is to work on the assumption that student interest grows along with their command of the subject matter - in other words, the more they learn about how to write, the more engaged/interested they become in the act of writing. This is the idea behind the book "They say/I say: The moves that matter in academic writing" by Graff and Birkenstein. Although at first it may seem geared to higher level writing class than what you have (the book was written to deal with first-year freshman writing problems at UIC), the approach is still a sound one - to help students gain control over their writing. As Stanley Fish says, "Drill students in the forms that enable meaning . . . What students must learn are the forms; the content will follow."
Geoff Layton
________________________________
Date: Sun, 7 Aug 2011 13:12:00 -0700
From: [log in to unmask]
Subject: Re: 22 Britannia Road
To: [log in to unmask]
I just re-joined the list after a long time away. I'll be teaching basic writing and grammar to freshman community college students. I'd appreciate any suggestions and practical exercises for basic writers to make the subject more interesting for non-enthusiasts!
Carol Morrison
--- On Sun, 8/7/11, Jane Mairs <[log in to unmask]> wrote:
From: Jane Mairs <[log in to unmask]>
Subject: Re: 22 Britannia Road
To: [log in to unmask]
Date: Sunday, August 7, 2011, 3:18 PM
There are too many argumentative and angry exchanges in this listserv and too few productive discussions.
I am leaving.
Jane Mairs
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Brad Johnston
Sent: Sunday, August 07, 2011 9:19 AM
To: [log in to unmask]
Subject: Re: 22 Britannia Road
For those not set for html, color and graphics by whatever name, this will be hard to follow.
.br-had.sun.07aug11.
________________________________
From: Geoffrey Layton <[log in to unmask]>
To: [log in to unmask]
Sent: Sunday, August 7, 2011 12:17 AM
Subject: Re: 22 Britannia Road
Thanks, Brad - now we're getting somewhere! Indeed we are, thanks to you! A thousand welcomes. The next step is to analyze the change in meaning between the two tenses. Holy cow! Where have YOU been for the last dozen years? For example, I'm not sure that it's accurate to say that "there is nothing the word 'had' can do for a past tense verb that the verb cannot do for itself." A past tense verb, G. The motto doesn't say 'a verb', it says a PAST TENSE verb. It seems to me that "had" does something extremely important to the past tense verb in this particular piece of writing as the simple past which one? would put <Aurek> Janusz in a place where the writer doesn't want him. The perfect tense implies that the goodbyes HAD BEEN said before Aurek finds himself in his current situation, Indeed they were, but not 'had been'. Exactly the point. The past tense of 'to be' is 'was' and 'were', not 'had been'. The good-byes were said earlier. Lotsa things happened earlier. All Gaul was divided, Teddy Roosevelt stormed San Juan Hill. Lotsa things. which it seems to me is exactly the position in which the writer wants his character to be.
All past events were preceded by other past events. That's not what the past perfect is for. The past perfect is a specialized device that lets us show that by the time something happened, something else had already happened. If you like ... "By the time Janusz found himself on the train, he had already left home and in doing so, had said his good-byes to his wife." A bit back-handed but this is exactly why the past perfect is not just a convention. It provides a distinct time-sequence separation. Thanks for the push down that road.
Geoff Layton
.br-had.sun.07aug11.
________________________________
Date: Sat, 6 Aug 2011 20:41:41 -0700
From: [log in to unmask] <[log in to unmask]" target="_blank">http:[log in to unmask]>
Subject: 22 Britannia Road
To: [log in to unmask] <[log in to unmask]" target="_blank">http:[log in to unmask]>
Brad and Martha,
Here's a juicy one, from "22 Britannia Road", by Amanda Hodgkinson, c.2011, page 24.
In carriages up and down the train, soldiers were singing and sharing jokes but Janusz stayed silent. He prayed Silvana and Aurek would be safe. He'd said good-bye casually, as if he were just going out to buy a newspaper. He'd told himself it was braver to leave like that. He'd met up with his father a few days before and that had been the old man's advice.
"Don't dwell too long on saying your good-byes. Women always cry and make a fuss. Make it quick. Good-byes are best kept short. Be strong and you'll make a good soldier." His father had looked down then, his hand hovering over Janusz's shoulder. "Just make sure you come back in one piece."
Now Janusz regretted the way he had left. In truth it hadn't been bravery that had made him turn his back so quickly on his wife and child. It had been the hot tears that had pushed at his eyes as he'd brushed Silvana's cheek with a kiss. His father had been wrong. She'd been the brave one, standing there dry-eyed, holding their son tightly in her arms.
Thirteen 'had's in the quote. Once you get on the Had Highway, it's hard to find the exit ramp.
I have an idea. The first 'had' -- where she writes, 'He'd said goodbye casually' -- is a nice example of the Bad Grammar Flashback Convention, which the schools of "creative writing" all teach as the way it should be done. Let's assume the author wrote, as she should have written, "When he left his home, he said goodbye casually", and then take it from there. Disregard that first 'had' and consider the last 12. Apply the past-tense default to each of them and see what you get. What makes sense? What conveys the intent? If the past tense says what it should say, that's the one you want. Don't put 'had' in front of it. "There is nothing the word 'had' can do for a past tense verb that the verb cannot do for itself."
For Geoffrey, here's the way it should have been written:
In carriages up and down the train, soldiers were singing and sharing jokes but Janusz stayed silent. He prayed Silvana and Aurek would be safe. [When he left his home], he said good-bye casually, as if he were just going out to buy a newspaper. He told himself it was braver to leave like that. He met up with his father a few days before and that was the old man's advice.
"Don't dwell too long on saying your good-byes. Women always cry and make a fuss. Make it quick. Good-byes are best kept short. Be strong and you'll make a good soldier." His father looked down then, his hand hovering over Janusz's shoulder. "Just make sure you come back in one piece."
Now Janusz regretted the way he left. In truth it wasn't bravery that made him turn his back so quickly on his wife and child. It was the hot tears that pushed at his eyes as he brushed Silvana's cheek with a kiss. His father was wrong. She was the brave one, standing there dry-eyed, holding their son tightly in her arms.
As you can see, there is nothing the word 'had' can do for a past tense verb that the verb cannot do for itself.**
** Clear statement of position, for Geoffrey's consideration.
.br-had.sat.06aug11.
.
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/
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========================================================================Date: Mon, 8 Aug 2011 16:37:09 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: "STAHLKE, HERBERT F" <[log in to unmask]>
Subject: Re: Holding their interest
In-Reply-To: <[log in to unmask]>
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Thanks to all of you for one of the most interesting and thoughtfully argued threads we've had in a while.
I have a question that may be tangential to this topic, or at least a narrower focus. I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well.
When I've taught writing, I've often been encouraged to avoid topics like abortion and creationism vs. evolution because it's so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position. As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work. She is well educated, well read, and has thoughtful views on a lot of topics. Evolution came up recently in one of their conversations, and her response was, "Oh, I don't believe in evolution. The evidence for it is not very strong." My son was surprised at her reaction. She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious. I suggested to him that perhaps the reason for her position was a matter of social identity. Her family and the community she grew up in are devout and accept the biblical creation story literally. Rejecting evolution is a matter of family identity. She can become a backslid Baptist, and that's lamentable, but for her to accept evolution would be to reject her family.
In a case like this, a position on evolution or creation or abortion is not an intellectual stance; it's a matter of cultural and social identity, and that makes it very hard to think critically about it. I've found in UG classes where we deal with dialectology the notion "social class" sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances.
Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?
Herb
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Monday, August 08, 2011 1:14 PM
To: [log in to unmask]
Subject: Re: Holding their interest
Seth -
Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding - writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances a method that will enhance the ability of students to argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way to be non-confrontational but rather as a means to make sure that the resulting argument is telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it.
To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree.
Geoff Layton
> Date: Mon, 8 Aug 2011 11:41:33 -0500
> From: [log in to unmask]
> Subject: Re: Holding their interest
> To: [log in to unmask]
>
> Geoff--
>
> What you describe here sounds a lot like a Rogerian argument, in which the author (A) first explains the position he or she is opposed to (B), without criticism of any sort; the author (A) simply shows that they understand position (B). Then the author (A) offers non-pejorative critique of position (B): 'I see a problem/weakness/issue in position (B) that you (person who holds position [B]) have not addressed.' Then the author (A) offers elements of their own position on the issue that (A) thinks will help strengthen the opposing position (B). Based on the work of psychologist Carl Rogers, this type of argument is a mainstay of mediation: it shows that you are actually listening to the 'other,' treating their point of view as valid and thoughtful; and it presents your own argument not as antagonistic, but as potentially useful in helping the opposition achieve a more effective result (and one that both sides can possible agree to as a fair compromise). The only argumentative writing textbook I know of that has a whole Rogerian assignment is Nancy Wood's Essentials of Argument.
>
> I have a copy of They Say/I Say on my shelf--now I'll have to look at it! Thanks!
>
> Seth
>
> Dr. Seth Katz
> Assistant Professor
> Department of English
> Bradley University
>
> ________________________________
>
> From: Assembly for the Teaching of English Grammar on behalf of Geoffrey Layton
> Sent: Sun 8/7/2011 10:13 PM
> To: [log in to unmask]
> Subject: Re: Holding their interest
>
>
> Paul,
>
> I think the most valuable part of the T/I Say is the "They say" portion because students must be able to identify what they're responding to - and why. In other words, they have to ask (and answer) the question what is it about the text that makes it interesting. I've had a lot of luck teaching "commonplaces" in the context of the following template, "Most (many, the author, my parents, etc) seem to think X (the "commonplace"), but a closer look reveals Y. It's important to recognize that Y is (just as important, preferable, superior to, different from, etc) X because . . ."
>
> Geoff Layton
>
>
> ________________________________
>
> Date: Sun, 7 Aug 2011 16:46:38 -0700
> From: [log in to unmask]
> Subject: Re: Holding To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
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Thanks to all of you for one of the most interesting and thoughtfully argued threads we’ve had in a while.
I have a question that may be tangential to this topic, or at least a narrower focus. I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well.
When I’ve taught writing, I’ve often been encouraged to avoid topics like abortion and creationism vs. evolution because it’s so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position. As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work. She is well educated, well read, and has thoughtful views on a lot of topics. Evolution came up recently in one of their conversations, and her response was, “Oh, I don’t believe in evolution. The evidence for it is not very strong.” My son was surprised at her reaction. She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious. I suggested to him that perhaps the reason for her position was a matter of social identity. Her family and the community she grew up in are devout and accept the biblical creation story literally. Rejecting evolution is a matter of family identity. She can become a backslid Baptist, and that’s lamentable, but for her to accept evolution would be to reject her family.
In a case like this, a position on evolution or creation or abortion is not an intellectual stance; it’s a matter of cultural and social identity, and that makes it very hard to think critically about it. I’ve found in UG classes where we deal with dialectology the notion “social class” sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances.
Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?
Herb
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Monday, August 08, 2011 1:14 PM
To: [log in to unmask]
Subject: Re: Holding their interest
Seth -
Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding - writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances a method that will enhance the ability of students to argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way to be non-confrontational but rather as a means to make sure that the resulting argument is telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it.
To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree.
Geoff Layton
> Date: Mon, 8 Aug 2011 11:41:33 -0500
> From: [log in to unmask]
> Subject: Re: Holding their interest
> To: [log in to unmask]
>
> Geoff--
>
> What you describe here sounds a lot like a Rogerian argument, in which the author (A) first explains the position he or she is opposed to (B), without criticism of any sort; the author (A) simply shows that they understand position (B). Then the author (A) offers non-pejorative critique of position (B): 'I see a problem/weakness/issue in position (B) that you (person who holds position [B]) have not addressed.' Then the author (A) offers elements of their own position on the issue that (A) thinks will help strengthen the opposing position (B). Based on the work of psychologist Carl Rogers, this type of argument is a mainstay of mediation: it shows that you are actually listening to the 'other,' treating their point of view as valid and thoughtful; and it presents your own argument not as antagonistic, but as potentially useful in helping the opposition achieve a more effective result (and one that both sides can possible agree to as a fair compromise). The only argumentative writing textbook I know of that has a whole Rogerian assignment is Nancy Wood's Essentials of Argument.
>
> I have a copy of They Say/I Say on my shelf--now I'll have to look at it! Thanks!
>
> Seth
>
> Dr. Seth Katz
> Assistant Professor
> Department of English
> Bradley University
>
> ________________________________
>
> From: Assembly for the Teaching of English Grammar on behalf of Geoffrey Layton
> Sent: Sun 8/7/2011 10:13 PM
> To: [log in to unmask]
> Subject: Re: Holding their interest
>
>
> Paul,
>
> I think the most valuable part of the T/I Say is the "They say" portion because students must be able to identify what they're responding to - and why. In other words, they have to ask (and answer) the question what is it about the text that makes it interesting. I've had a lot of luck teaching "commonplaces" in the context of the following template, "Most (many, the author, my parents, etc) seem to think X (the "commonplace"), but a closer look reveals Y. It's important to recognize that Y is (just as important, preferable, superior to, different from, etc) X because . . ."
>
> Geoff Layton
>
>
> ________________________________
>
> Date: Sun, 7 Aug 2011 16:46:38 -0700
> From: [log in to unmask]
> Subject: Re: Holding To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at:
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and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
--_000_0DDF38BA66ECD847B39F1FD4C801D5431C756394E2EMAILBACKEND0_--
========================================================================Date: Mon, 8 Aug 2011 15:57:24 -0500
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Geoffrey Layton <[log in to unmask]>
Subject: Re: Holding their interest
In-Reply-To: <[log in to unmask]>
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Herb - Your comments are not at all tangential. They get straight to the heart of what I consider to be an essential debate about the role of argument in the freshman comp (or any comp) classroom - the "great arguments" - abortion, evolution, gay marriage, gun control, wars in every age and era (but particularly Iraq, Afghanistan and Vietnam along with Palistine and the entire Middle East), torture - all of these and more are indeed, what evoke (and provoke!) student interest. But they are also what cause chaos in the classroom (or, as you mention, the dinner table). The only way I've been able to deal with this problem - allowing students full participation in debating these issues (in the context of their writing assignments and class discussion) while keeping the lid on the chaos - is to follow the path that Stanley Fish lays out in his excellent book "Save the World on Your Own Time." His injunction is quite simple - nobody, including the teacher, can take a personal position. The pedagogy is designed to show students how people argue and why the arguments are effective, not taking a position and defending it. In practical terms, the phrase I've found that pays is one that I picked up from Ralph Cintron, a remarkable rhetorician at UIC - "What must be in place for . . . ?" So applied to the issue of evolution, the question becomes "What must be in place for someone to reject evolution?" Put this way, I think that putting the people who reject evolution as simple-minded Bible-thumpers or emotionally dependent children is a bit too severe as this devolves into ad hominem reasoning.
Geoff Layton
Date: Mon, 8 Aug 2011 16:37:09 -0400
From: [log in to unmask]
Subject: Re: Holding their interest
To: [log in to unmask]
Thanks to all of you for one of the most interesting and thoughtfully argued threads weve had in a while. I have a question that may be tangential to this topic, or at least a narrower focus. I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well. When Ive taught writing, Ive often been encouraged to avoid topics like abortion and creationism vs. evolution because its so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position. As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work. She is well educated, well read, and has thoughtful views on a lot of topics. Evolution came up recently in one of their conversations, and her response was, Oh, I dont believe in evolution. The evidence for it is not very strong. My son was surprised at her reaction. She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious. I suggested to him that perhaps the reason for her position was a matter of social identity. Her family and the community she grew up in are devout and accept the biblical creation story literally. Rejecting evolution is a matter of family identity. She can become a backslid Baptist, and thats lamentable, but for her to accept evolution would be to reject her family. In a case like this, a position on evolution or creation or abortion is not an intellectual stance; its a matter of cultural and social identity, and that makes it very hard to think critically about it. Ive found in UG classes where we deal with dialectology the notion social class sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances. Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this? Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Monday, August 08, 2011 1:14 PM
To: [log in to unmask]
Subject: Re: Holding their interest Seth -
Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding - writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances a method that will enhance the ability of students to argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way to be non-confrontational but rather as a means to make sure that the resulting argument is telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it.
To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree.
Geoff Layton
> Date: Mon, 8 Aug 2011 11:41:33 -0500
> From: [log in to unmask]
> Subject: Re: Holding their interest
> To: [log in to unmask]
>
> Geoff--
>
> What you describe here sounds a lot like a Rogerian argument, in which the author (A) first explains the position he or she is opposed to (B), without criticism of any sort; the author (A) simply shows that they understand position (B). Then the author (A) offers non-pejorative critique of position (B): 'I see a problem/weakness/issue in position (B) that you (person who holds position [B]) have not addressed.' Then the author (A) offers elements of their own position on the issue that (A) thinks will help strengthen the opposing position (B). Based on the work of psychologist Carl Rogers, this type of argument is a mainstay of mediation: it shows that you are actually listening to the 'other,' treating their point of view as valid and thoughtful; and it presents your own argument not as antagonistic, but as potentially useful in helping the opposition achieve a more effective result (and one that both sides can possible agree to as a fair compromise). The only argumentative writing textbook I know of that has a whole Rogerian assignment is Nancy Wood's Essentials of Argument.
>
> I have a copy of They Say/I Say on my shelf--now I'll have to look at it! Thanks!
>
> Seth
>
> Dr. Seth Katz
> Assistant Professor
> Department of English
> Bradley University
>
> ________________________________
>
> From: Assembly for the Teaching of English Grammar on behalf of Geoffrey Layton
> Sent: Sun 8/7/2011 10:13 PM
> To: [log in to unmask]
> Subject: Re: Holding their interest
>
>
> Paul,
>
> I think the most valuable part of the T/I Say is the "They say" portion because students must be able to identify what they're responding to - and why. In other words, they have to ask (and answer) the question what is it about the text that makes it interesting. I've had a lot of luck teaching "commonplaces" in the context of the following template, "Most (many, the author, my parents, etc) seem to think X (the "commonplace"), but a closer look reveals Y. It's important to recognize that Y is (just as important, preferable, superior to, different from, etc) X because . . ."
>
> Geoff Layton
>
>
> ________________________________
>
> Date: Sun, 7 Aug 2011 16:46:38 -0700
> From: [log in to unmask]
> Subject: Re: Holding To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/To join or leave this LISTSERV list, please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at:
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and select "Join or leave the list"
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Herb -
Your comments are not at all tangential. They get straight to the heart of what I consider to be an essential debate about the role of argument in the freshman comp (or any comp) classroom - the "great arguments" - abortion, evolution, gay marriage, gun control, wars in every age and era (but particularly Iraq, Afghanistan and Vietnam along with Palistine and the entire Middle East), torture - all of these and more are indeed, what evoke (and provoke!) student interest. But they are also what cause chaos in the classroom (or, as you mention, the dinner table).
The only way I've been able to deal with this problem - allowing students full participation in debating these issues (in the context of their writing assignments and class discussion) while keeping the lid on the chaos - is to follow the path that Stanley Fish lays out in his excellent book "Save the World on Your Own Time." His injunction is quite simple - nobody, including the teacher, can take a personal position. The pedagogy is designed to show students how people argue and why the arguments are effective, not taking a position and defending it.
In practical terms, the phrase I've found that pays is one that I picked up from Ralph Cintron, a remarkable rhetorician at UIC - "What must be in place for . . . ?" So applied to the issue of evolution, the question becomes "What must be in place for someone to reject evolution?" Put this way, I think that putting the people who reject evolution as simple-minded Bible-thumpers or emotionally dependent children is a bit too severe as this devolves into ad hominem reasoning.
Geoff Layton
Date: Mon, 8 Aug 2011 16:37:09 -0400
From:
[log in to unmask]Subject: Re: Holding their interest
To:
[log in to unmask]
Thanks to all of you for one of the most interesting and thoughtfully argued threads weve had in a while.
I have a question that may be tangential to this topic, or at least a narrower focus. I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well.
When Ive taught writing, Ive often been encouraged to avoid topics like abortion and creationism vs. evolution because its so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position. As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work. She is well educated, well read, and has thoughtful views on a lot of topics. Evolution came up recently in one of their conversations, and her response was, Oh, I dont believe in evolution. The evidence for it is not very strong. My son was surprised at her reaction. She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious. I suggested to him that perhaps the reason for her position was a matter of social identity. Her family and the community she grew up in are devout and accept the biblical creation story literally. Rejecting evolution is a matter of family identity. She can become a backslid Baptist, and thats lamentable, but for her to accept evolution would be to reject her family.
In a case like this, a position on evolution or creation or abortion is not an intellectual stance; its a matter of cultural and social identity, and that makes it very hard to think critically about it. Ive found in UG classes where we deal with dialectology the notion social class sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances.
Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?
Herb
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Monday, August 08, 2011 1:14 PM
To: [log in to unmask]
Subject: Re: Holding their interest
Seth -
Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding - writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances a method that will enhance the ability of students to argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way to be non-confrontational but rather as a means to make sure that the resulting argument is telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it.
To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree.
Geoff Layton
> Date: Mon, 8 Aug 2011 11:41:33 -0500
> From: [log in to unmask]
> Subject: Re: Holding their interest
> To: [log in to unmask]
>
> Geoff--
>
> What you describe here sounds a lot like a Rogerian argument, in which the author (A) first explains the position he or she is opposed to (B), without criticism of any sort; the author (A) simply shows that they understand position (B). Then the author (A) offers non-pejorative critique of position (B): 'I see a problem/weakness/issue in position (B) that you (person who holds position [B]) have not addressed.' Then the author (A) offers elements of their own position on the issue that (A) thinks will help strengthen the opposing position (B). Based on the work of psychologist Carl Rogers, this type of argument is a mainstay of mediation: it shows that you are actually listening to the 'other,' treating their point of view as valid and thoughtful; and it presents your own argument not as antagonistic, but as potentially useful in helping the opposition achieve a more effective result (and one that both sides can possible agree to as a fair compromise). The only argumentative writing textbook I know of that has a whole Rogerian assignment is Nancy Wood's Essentials of Argument.
>
> I have a copy of They Say/I Say on my shelf--now I'll have to look at it! Thanks!
>
> Seth
>
> Dr. Seth Katz
> Assistant Professor
> Department of English
> Bradley University
>
> ________________________________
>
> From: Assembly for the Teaching of English Grammar on behalf of Geoffrey Layton
> Sent: Sun 8/7/2011 10:13 PM
> To: [log in to unmask]
> Subject: Re: Holding their interest
>
>
> Paul,
>
> I think the most valuable part of the T/I Say is the "They say" portion because students must be able to identify what they're responding to - and why. In other words, they have to ask (and answer) the question what is it about the text that makes it interesting. I've had a lot of luck teaching "commonplaces" in the context of the following template, "Most (many, the author, my parents, etc) seem to think X (the "commonplace"), but a closer look reveals Y. It's important to recognize that Y is (just as important, preferable, superior to, different from, etc) X because . . ."
>
> Geoff Layton
>
>
> ________________________________
>
> Date: Sun, 7 Aug 2011 16:46:38 -0700
> From: [log in to unmask]
> Subject: Re: Holding To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
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========================================================================Date: Tue, 9 Aug 2011 00:19:48 +0300
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
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Subject: Re: Holding their interest
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Hi Geoffrey,
I really liked your assignment on gun control. This one never
seems to go away... it was a talking point when I was in high
school in the early 70s.
Fish's view, "never take a position" makes a little more sense in
light of your assignment asking students to examine and analyze
arguments. This, at least, makes some attempt at meeting HE
expectations that students will be able to think analytically,
and critically, on topics that are of interest to them.
Normally, in an argumentative piece, people would be expected to
declare some position, somewhere, but I can see that with novice
writers it may be better to leave that for some other day.
Mark
On Sun, 07 Aug 2011 20:27 -0500, "Geoffrey Layton"
<[log in to unmask]> wrote:
To give you a feel for the other side (also from UIC, but
nonetheless relevant to all) is Ann Feldman's book "Making
Writing Matter." She and Stanley Fish were "nemisi" (nemises?) at
UIC, Stanley of the "Save the world on your own time" view and
Ann of the "engaged university."
As previously cited, Fish believes in forms and structure - learn
the forms and the content will follow and never, ever should the
teacher or the student assume an advocate role in the classroom
(hence, "save the world on your own time"). Ann's view is that
students should write about the world outside the university,
even to the point of taking positions with outside organizations
(presumably not with a Republican office holder or a Tea Party
activist), but always assuming the role of an advocate.
Some of my students from high school enrolled at UIC and were
involved in the Feldman school of first year comp at UIC, and I
got the chance to see the papers they wrote - I was extremely
disappointed. I've used the principles of the Graff/Birkenstein
book (I thought it was too advanced for a high school class) with
exceptional results - I've even used it with remedial students.
One of my assignments (although admittedly not on a remedial
level) was to have the students write about gun control - but
they could not take a position. They had to analyze the
arguments, rather than argue a position themselves (as it turns
out, this is the latest writing test on the GRE!).
Geoff Layton
____________________________________________________________
Date: Sun, 7 Aug 2011 17:50:27 -0700
From: [log in to unmask]
Subject: Re: Holding their interest
To: [log in to unmask]
Geoff:
Thank you for your insights. Two things that struck me right away
were:
1) I am presuming students won't be interested in grammar or
writing as subjects in and of themselves.
2) The subject is writing, and I should treat it as such rather
than focus on specific subjects or approaches that will lead the
students into writing, but make the focus on writing seem
secondary.
I'm going to look at the Graff/Birkenstein text that you
mentioned. I've been away from the field for two years now, so
I'm anxious to see what's going on.
Carol
--- On Sun, 8/7/11, Geoffrey Layton <[log in to unmask]>
wrote:
From: Geoffrey Layton <[log in to unmask]>
Subject: Holding their interest
To: [log in to unmask]
Date: Sunday, August 7, 2011, 7:02 PM
Carol - There are, I think, two ways to look at the problem that
I assume you're referring to - student lack of engagement in the
basic writing class (or any other writing/comp course for that
matter!). Sometimes, as you indicate, the way to approach it is
to make the subject matter more "interesting" (although what is
interesting to one student may not be to another) - and the way
I've seen that addressed is to focus on current events, social
issues, and politics (often, of course, they merge into one).
Unfortunately, tackling "big subjects" (the environment, racism,
the budget crisis, etc) is tough enough for professional writers,
and it's routine to see basic writers totally fall to pieces when
the subject matter becomes "interesting."
Another problem with this approach is that it pretty much leaves
the grammar to take care of itself, often in "mini-lessons" or
"grammar in the context in writing" where grammar and mechanical
issues are dealt with after the fact. The problem here, it seems,
is that grammar and mechanics don't begin to cover the writing
problems of freshman basic writers - even if every grammar
"error" gets corrected, the writing is still a mess.
The other way to address the problem is to work on the assumption
that student interest grows along with their command of the
subject matter - in other words, the more they learn about how to
write, the more engaged/interested they become in the act of
writing. This is the idea behind the book "They say/I say: The
moves that matter in academic writing" by Graff and Birkenstein.
Although at first it may seem geared to higher level writing
class than what you have (the book was written to deal with
first-year freshman writing problems at UIC), the approach is
still a sound one - to help students gain control over their
writing. As Stanley Fish says, "Drill students in the forms that
enable meaning . . . What students must learn are the forms; the
content will follow."
Geoff Layton
____________________________________________________________
Date: Sun, 7 Aug 2011 13:12:00 -0700
From: [log in to unmask]
Subject: Re: 22 Britannia Road
To: [log in to unmask]
I just re-joined the list after a long time away. I'll be
teaching basic writing and grammar to freshman community college
students. I'd appreciate any suggestions and practical exercises
for basic writers to make the subject more interesting for
non-enthusiasts!
Carol Morrison
--- On Sun, 8/7/11, Jane Mairs <[log in to unmask]>
wrote:
From: Jane Mairs <[log in to unmask]>
Subject: Re: 22 Britannia Road
To: [log in to unmask]
Date: Sunday, August 7, 2011, 3:18 PM
There are too many argumentative and angry exchanges in this
listserv and too few productive discussions.
I am leaving.
Jane Mairs
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of Brad Johnston
Sent: Sunday, August 07, 2011 9:19 AM
To: [log in to unmask]
Subject: Re: 22 Britannia Road
For those not set for html, color and graphics by whatever name,
this will be hard to follow.
.br-had.sun.07aug11.
_________________________________________________________________
From: Geoffrey Layton <[log in to unmask]>
To: [log in to unmask]
Sent: Sunday, August 7, 2011 12:17 AM
Subject: Re: 22 Britannia Road
Thanks, Brad - now we're getting somewhere! Indeed we are, thanks
to you! A thousand welcomes. The next step is to analyze the
change in meaning between the two tenses. Holy cow! Where have
YOU been for the last dozen years? For example, I'm not sure that
it's accurate to say that "there is nothing the word 'had' can do
for a past tense verb that the verb cannot do for itself." A past
tense verb, G. The motto doesn't say 'a verb', it says a PAST
TENSE verb. It seems to me that "had" does something extremely
important to the past tense verb in this particular piece of
writing as the simple past which one? would put Janusz in
a place where the writer doesn't want him. The perfect tense
implies that the goodbyes HAD BEEN said before Aurek finds
himself in his current situation, Indeed they were, but not 'had
been'. Exactly the point. The past tense of 'to be' is 'was' and
'were', not 'had been'. The good-byes were said earlier. Lotsa
things happened earlier. All Gaul was divided, Teddy Roosevelt
stormed San Juan Hill. Lotsa things. which it seems to me
is exactly the position in which the writer wants his character
to be.
All past events were preceded by other past events. That's not
what the past perfect is for. The past perfect is a specialized
device that lets us show that by the time something happened,
something else had already happened. If you like ... "By the time
Janusz found himself on the train, he had already left home and
in doing so, had said his good-byes to his wife." A bit
back-handed but this is exactly why the past perfect is not just
a convention. It provides a distinct time-sequence separation.
Thanks for the push down that road.
Geoff Layton
.br-had.sun.07aug11.
_________________________________________________________________
Date: Sat, 6 Aug 2011 20:41:41 -0700
From: [1][log in to unmask]
Subject: 22 Britannia Road
To: [2][log in to unmask]
Brad and Martha,
Here's a juicy one, from "22 Britannia Road", by Amanda
Hodgkinson, c.2011, page 24.
In carriages up and down the train, soldiers were singing
and sharing jokes but Janusz stayed silent. He prayed Silvana and
Aurek would be safe. He'd said good-bye casually, as if he were
just going out to buy a newspaper. He'd told himself it was
braver to leave like that. He'd met up with his father a few days
before and that had been the old man's advice.
"Don't dwell too long on saying your good-byes. Women always
cry and make a fuss. Make it quick. Good-byes are best kept
short. Be strong and you'll make a good soldier." His
father had looked down then, his hand hovering over Janusz's
shoulder. "Just make sure you come back in one piece."
Now Janusz regretted the way he had left. In truth it hadn't
been bravery that had made him turn his back so quickly on his
wife and child. It had been the hot tears that had pushed at his
eyes as he'd brushed Silvana's cheek with a kiss. His
father had been wrong. She'd been the brave one, standing there
dry-eyed, holding their son tightly in her arms.
Thirteen 'had's in the quote. Once you get on the Had Highway,
it's hard to find the exit ramp.
I have an idea. The first 'had' -- where she writes, 'He'd said
goodbye casually' -- is a nice example of the Bad Grammar
Flashback Convention, which the schools of "creative writing" all
teach as the way it should be done. Let's assume the author
wrote, as she should have written, "When he left his home, he
said goodbye casually", and then take it from there. Disregard
that first 'had' and consider the last 12. Apply the past-tense
default to each of them and see what you get. What makes sense?
What conveys the intent? If the past tense says what it should
say, that's the one you want. Don't put 'had' in front of it.
"There is nothing the word 'had' can do for a past tense verb
that the verb cannot do for itself."
For Geoffrey, here's the way it should have been written:
In carriages up and down the train, soldiers were singing
and sharing jokes but Janusz stayed silent. He prayed Silvana and
Aurek would be safe. [When he left his home], he said good-bye
casually, as if he were just going out to buy a newspaper.
He told himself it was braver to leave like that. He met up with
his father a few days before and that was the old man's advice.
"Don't dwell too long on saying your good-byes. Women always
cry and make a fuss. Make it quick. Good-byes are best kept
short. Be strong and you'll make a good soldier." His
father looked down then, his hand hovering over Janusz's
shoulder. "Just make sure you come back in one piece."
Now Janusz regretted the way he left. In truth it
wasn't bravery that made him turn his back so quickly on his wife
and child. It was the hot tears that pushed at his eyes as
he brushed Silvana's cheek with a kiss. His father was wrong. She
was the brave one, standing there dry-eyed, holding their son
tightly in her arms.
As you can see, there is nothing the word 'had' can do for a past
tense verb that the verb cannot do for itself.**
** Clear statement of position, for Geoffrey's consideration.
.br-had.sat.06aug11.
.
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Date: Mon, 8 Aug 2011 17:19:48 -0400
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Hi Geoffrey,
I really liked your assignment on gun control. This one never seems to go away... it was a talking point when I was in high school in the early 70s.
Fish's view, "never take a position" makes a little more sense in light of your assignment asking students to examine and analyze arguments. This, at least, makes some attempt at meeting HE expectations that students will be able to think analytically, and critically, on topics that are of interest to them.
Normally, in an argumentative piece, people would be expected to declare some position, somewhere, but I can see that with novice writers it may be better to leave that for some other day.
Mark
To give you a feel for the other side (also from UIC, but nonetheless relevant to all) is Ann Feldman's book "Making Writing Matter." She and Stanley Fish were "nemisi" (nemises?) at UIC, Stanley of the "Save the world on your own time" view and Ann of the "engaged university."
As previously cited, Fish believes in forms and structure - learn the forms and the content will follow and never, ever should the teacher or the student assume an advocate role in the classroom (hence, "save the world on your own time"). Ann's view is that students should write about the world outside the university, even to the point of taking positions with outside organizations (presumably not with a Republican office holder or a Tea Party activist), but always assuming the role of an advocate.
Some of my students from high school enrolled at UIC and were involved in the Feldman school of first year comp at UIC, and I got the chance to see the papers they wrote - I was extremely disappointed. I've used the principles of the Graff/Birkenstein book (I thought it was too advanced for a high school class) with exceptional results - I've even used it with remedial students. One of my assignments (although admittedly not on a remedial level) was to have the students write about gun control - but they could not take a position. They had to analyze the arguments, rather than argue a position themselves (as it turns out, this is the latest writing test on the GRE!).
Geoff Layton
Date: Sun, 7 Aug 2011 17:50:27 -0700
From:
[log in to unmask]
Subject: Re: Holding their interest
To:
[log in to unmask]
Geoff:
Thank you for your insights. Two things that struck me right away were:
1) I am presuming students won't be interested in grammar or writing as subjects in and of themselves.
2) The subject is writing, and I should treat it as such rather than focus on specific subjects or approaches that will lead the students into writing, but make the focus on writing seem secondary.
I'm going to look at the Graff/Birkenstein text that you mentioned. I've been away from the field for two years now, so I'm anxious to see what's going on.
From: Geoffrey Layton <[log in to unmask]>
Subject: Holding their interest
To: [log in to unmask]
Date: Sunday, August 7, 2011, 7:02 PM
Carol - There are, I think, two ways to look at the problem that I assume you're referring to - student lack of engagement in the basic writing class (or any other writing/comp course for that matter!). Sometimes, as you indicate, the way to approach it is to make the subject matter more "interesting" (although what is interesting to one student may not be to another) - and the way I've seen that addressed is to focus on current events, social issues, and politics (often, of course, they merge into one). Unfortunately, tackling "big subjects" (the environment, racism, the budget crisis, etc) is tough enough for professional writers, and it's routine to see basic writers totally fall to pieces when the subject matter becomes "interesting."
Another problem with this approach is that it pretty much leaves the grammar to take care of itself, often in "mini-lessons" or "grammar in the context in writing" where grammar and mechanical issues are dealt with after the fact. The problem here, it seems, is that grammar and mechanics don't begin to cover the writing problems of freshman basic writers - even if every grammar "error" gets corrected, the writing is still a mess.
The other way to address the problem is to work on the assumption that student interest grows along with their command of the subject matter - in other words, the more they learn about how to write, the more engaged/interested they become in the act of writing. This is the idea behind the book "They say/I say: The moves that matter in academic writing" by Graff and Birkenstein. Although at first it may seem geared to higher level writing class than what you have (the book was written to deal with first-year freshman writing problems at UIC), the approach is still a sound one - to help students gain control over their writing. As Stanley Fish says, "Drill students in the forms that enable meaning . . . What students must learn are the forms; the content will follow."
Geoff Layton
Date: Sun, 7 Aug 2011 13:12:00 -0700
From: [log in to unmask]
Subject: Re: 22 Britannia Road
To: [log in to unmask]
I just re-joined the list after a long time away. I'll be teaching basic writing and grammar to freshman community college students. I'd appreciate any suggestions and practical exercises for basic writers to make the subject more interesting for non-enthusiasts!
From: Jane Mairs <[log in to unmask]>
Subject: Re: 22 Britannia Road
To: [log in to unmask]
Date: Sunday, August 7, 2011, 3:18 PM
There are too many argumentative and angry exchanges in this listserv and too few productive discussions.
|
I am leaving.
Jane Mairs
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Brad Johnston
Sent: Sunday, August 07, 2011 9:19 AM
To: [log in to unmask]
Subject: Re: 22 Britannia Road
For those not set for html, color and graphics by whatever name, this will be hard to follow.
Thanks, Brad - now we're getting somewhere! Indeed we are, thanks to you! A thousand welcomes. The next step is to analyze the change in meaning between the two tenses. Holy cow! Where have YOU been for the last dozen years? For example, I'm not sure that it's accurate to say that "there is nothing the word 'had' can do for a past tense verb that the verb cannot do for itself." A past tense verb, G. The motto doesn't say 'a verb', it says a PAST TENSE verb. It seems to me that "had" does something extremely important to the past tense verb in this particular piece of writing as the simple past which one? would put <Aurek> Janusz in a place where the writer doesn't want him. The perfect tense implies that the goodbyes HAD BEEN said before Aurek finds himself in his current situation, Indeed they were, but not 'had been'. Exactly the point. The past tense of 'to be' is 'was' and 'were', not 'had been'. The good-byes were said earlier. Lotsa things happened earlier. All Gaul was divided, Teddy Roosevelt stormed San Juan Hill. Lotsa things. which it seems to me is exactly the position in which the writer wants his character to be.
All past events were preceded by other past events. That's not what the past perfect is for. The past perfect is a specialized device that lets us show that by the time something happened, something else had already happened. If you like ... "By the time Janusz found himself on the train, he had already left home and in doing so, had said his good-byes to his wife." A bit back-handed but this is exactly why the past perfect is not just a convention. It provides a distinct time-sequence separation. Thanks for the push down that road.
Here's a juicy one, from "22 Britannia Road", by Amanda Hodgkinson, c.2011, page 24.
In carriages up and down the train, soldiers were singing and sharing jokes but Janusz stayed silent. He prayed Silvana and Aurek would be safe. He'd said good-bye casually, as if he were just going out to buy a newspaper. He'd told himself it was braver to leave like that. He'd met up with his father a few days before and that had been the old man's advice.
"Don't dwell too long on saying your good-byes. Women always cry and make a fuss. Make it quick. Good-byes are best kept short. Be strong and you'll make a good soldier." His father had looked down then, his hand hovering over Janusz's shoulder. "Just make sure you come back in one piece."
Now Janusz regretted the way he had left. In truth it hadn't been bravery that had made him turn his back so quickly on his wife and child. It had been the hot tears that had pushed at his eyes as he'd brushed Silvana's cheek with a kiss. His father had been wrong. She'd been the brave one, standing there dry-eyed, holding their son tightly in her arms.
Thirteen 'had's in the quote. Once you get on the Had Highway, it's hard to find the exit ramp.
I have an idea. The first 'had' -- where she writes, 'He'd said goodbye casually' -- is a nice example of the Bad Grammar Flashback Convention, which the schools of "creative writing" all teach as the way it should be done. Let's assume the author wrote, as she should have written, "When he left his home, he said goodbye casually", and then take it from there. Disregard that first 'had' and consider the last 12. Apply the past-tense default to each of them and see what you get. What makes sense? What conveys the intent? If the past tense says what it should say, that's the one you want. Don't put 'had' in front of it. "There is nothing the word 'had' can do for a past tense verb that the verb cannot do for itself."
For Geoffrey, here's the way it should have been written:
In carriages up and down the train, soldiers were singing and sharing jokes but Janusz stayed silent. He prayed Silvana and Aurek would be safe. [When he left his home], he said good-bye casually, as if he were just going out to buy a newspaper. He told himself it was braver to leave like that. He met up with his father a few days before and that was the old man's advice.
"Don't dwell too long on saying your good-byes. Women always cry and make a fuss. Make it quick. Good-byes are best kept short. Be strong and you'll make a good soldier." His father looked down then, his hand hovering over Janusz's shoulder. "Just make sure you come back in one piece."
Now Janusz regretted the way he left. In truth it wasn't bravery that made him turn his back so quickly on his wife and child. It was the hot tears that pushed at his eyes as he brushed Silvana's cheek with a kiss. His father was wrong. She was the brave one, standing there dry-eyed, holding their son tightly in her arms.
As you can see, there is nothing the word 'had' can do for a past tense verb that the verb cannot do for itself.**
** Clear statement of position, for Geoffrey's consideration.
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--_----------=_1312838388312050--
========================================================================Date: Mon, 8 Aug 2011 15:25:25 -0700
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Carol Morrison <[log in to unmask]>
Subject: Re: Holding their interest
In-Reply-To: <[log in to unmask]>
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"In a case like this, a position on evolution or creation or abortion is not an intellectual stance; itâs a matter of cultural and social identity, and that makes it very hard to think critically about it. Iâve found in UG classes where we deal with dialectology the notion âsocial classâ sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances.
Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?"
I agree Herb, from my past experience teaching COMP 101, which featured an argument paper, that it is difficult for students to reason intellectually when they are emotionally charged from controversial topics such as religion or gay marriage. I think for them to engage in a more civil discourse, and one stemming from reason and analysis rather than emotion, the point of departure needs to be different. I particularly liked what Geoff said about âcommonplacesâ and I thought of introducing more innocuous topics for the freshman to write about such as their experiences in the dining hall or bookstore; âfirst dayâ experiences, and so forth. Since I have returned to the same community college after two years of absence, the âargumentâ paper has now changed to a mini-research paper. Iâll be teaching (2) basic writing classes which consist of basic grammar instruction and sentence and paragraph writing, and then one section of COMP 101. Â There
is so much I can do during class time; Â the question for me now as I write my syllabi is what!
Carol Morrison
--- On Mon, 8/8/11, STAHLKE, HERBERT F <[log in to unmask]> wrote:
From: STAHLKE, HERBERT F <[log in to unmask]>
Subject: Re: Holding their interest
To: [log in to unmask]
Date: Monday, August 8, 2011, 4:37 PM
Thanks to all of you for one of the most interesting and thoughtfully argued threads weâve had in a while.
Â
I have a question that may be tangential to this topic, or at least a narrower focus. I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well.
Â
When Iâve taught writing, Iâve often been encouraged to avoid topics like abortion and creationism vs. evolution because itâs so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position. As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work. She is well educated, well read, and has thoughtful views on a lot of topics. Evolution came up recently in one of their conversations, and her response was, âOh, I donât believe in evolution. The evidence for it is not very strong.â My son was surprised at her reaction. She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious. I suggested to him that perhaps the reason for her position was a matter of social identity. Her
family and the community she grew up in are devout and accept the biblical creation story literally. Rejecting evolution is a matter of family identity. She can become a backslid Baptist, and thatâs lamentable, but for her to accept evolution would be to reject her family.
Â
In a case like this, a position on evolution or creation or abortion is not an intellectual stance; itâs a matter of cultural and social identity, and that makes it very hard to think critically about it. Iâve found in UG classes where we deal with dialectology the notion âsocial classâ sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances.
Â
Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?
Â
Herb
Â
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Monday, August 08, 2011 1:14 PM
To: [log in to unmask]
Subject: Re: Holding their interest
Â
Seth -
Â
Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding - writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances a method that will enhance the ability of students to argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way
to be non-confrontational but rather as a means to make sure that the resulting argument is telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it.
Â
To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree.
Geoff Layton
Â
> Date: Mon, 8 Aug 2011 11:41:33 -0500
> From: [log in to unmask]
> Subject: Re: Holding their interest
> To: [log in to unmask]
>
> Geoff--
>
> What you describe here sounds a lot like a Rogerian argument, in which the author (A) first explains the position he or she is opposed to (B), without criticism of any sort; the author (A) simply shows that they understand position (B). Then the author (A) offers non-pejorative critique of position (B): 'I see a problem/weakness/issue in position (B) that you (person who holds position [B]) have not addressed.' Then the author (A) offers elements of their own position on the issue that (A) thinks will help strengthen the opposing position (B). Based on the work of psychologist Carl Rogers, this type of argument is a mainstay of mediation: it shows that you are actually listening to the 'other,' treating their point of view as valid and thoughtful; and it presents your own argument not as antagonistic, but as potentially useful in helping the opposition achieve a more effective result (and one that both sides can possible agree to as a fair compromise).
The only argumentative writing textbook I know of that has a whole Rogerian assignment is Nancy Wood's Essentials of Argument.
>
> I have a copy of They Say/I Say on my shelf--now I'll have to look at it! Thanks!
>
> Seth
>
> Dr. Seth Katz
> Assistant Professor
> Department of English
> Bradley University
>
> ________________________________
>
> From: Assembly for the Teaching of English Grammar on behalf of Geoffrey Layton
> Sent: Sun 8/7/2011 10:13 PM
> To: [log in to unmask]
> Subject: Re: Holding their interest
>
>
> Paul,
>
> I think the most valuable part of the T/I Say is the "They say" portion because students must be able to identify what they're responding to - and why. In other words, they have to ask (and answer) the question what is it about the text that makes it interesting. I've had a lot of luck teaching "commonplaces" in the context of the following template, "Most (many, the author, my parents, etc) seem to think X (the "commonplace"), but a closer look reveals Y. It's important to recognize that Y is (just as important, preferable, superior to, different from, etc) X because . . ."
>
> Geoff Layton
>
>
> ________________________________
>
> Date: Sun, 7 Aug 2011 16:46:38 -0700
> From: [log in to unmask]
> Subject: Re: Holding To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
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"In a case like this, a position on evolution or creation or abortion is not an intellectual stance; itâs a matter of cultural and social identity, and that makes it very hard to think critically about it. Iâve found in UG classes where we deal with dialectology the notion âsocial classâ sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances.
Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?"
I agree Herb, from my past experience teaching COMP 101, which featured an argument paper, that it is difficult for students to reason intellectually when they are emotionally charged from controversial topics such as religion or gay marriage. I think for them to engage in a more civil discourse, and one stemming from reason and analysis rather than emotion, the point of departure needs to be different. I particularly liked what Geoff said about âcommonplacesâ and I thought of introducing more innocuous topics for the freshman to write about such as their experiences in the dining hall or bookstore; âfirst dayâ experiences, and so forth. Since I have returned to the same community college after two years of absence, the âargumentâ paper has now changed to a mini-research paper. Iâll be teaching (2) basic writing classes which
consist of basic grammar instruction and sentence and paragraph writing, and then one section of COMP 101. There is so much I can do during class time; the question for me now as I write my syllabi is what!
Carol Morrison
From: STAHLKE, HERBERT F <[log in to unmask]> Subject: Re: Holding their interest To: [log in to unmask] Date: Monday, August 8, 2011, 4:37 PM
Thanks to all of you for one of the most interesting and thoughtfully argued threads weâve had in a while.
I have a question that may be tangential to this topic, or at least a narrower focus. I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well.
When Iâve taught writing, Iâve often been encouraged to avoid topics like abortion and creationism vs. evolution because itâs so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position. As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work. She is well educated, well read, and has thoughtful views on a lot of topics. Evolution came up recently in one of their conversations, and her response was, âOh, I donât believe in evolution. The evidence for it is not very strong.â My son was surprised at her reaction. She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms
this, are not religious. I suggested to him that perhaps the reason for her position was a matter of social identity. Her family and the community she grew up in are devout and accept the biblical creation story literally. Rejecting evolution is a matter of family identity. She can become a backslid Baptist, and thatâs lamentable, but for her to accept evolution would be to reject her family.
In a case like this, a position on evolution or creation or abortion is not an intellectual stance; itâs a matter of cultural and social identity, and that makes it very hard to think critically about it. Iâve found in UG classes where we deal with dialectology the notion âsocial classâ sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances.
Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?
Herb
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Monday, August 08, 2011 1:14 PM To: [log in to unmask] Subject: Re: Holding their interest
Seth - Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding - writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances a method that will enhance the ability of
students to argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way to be non-confrontational but rather as a means to make sure that the resulting argument is telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it. To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree.
Geoff Layton
> Date: Mon, 8 Aug 2011 11:41:33 -0500 > From: [log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask] > Subject: Re: Holding their interest > To: [log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask] > > Geoff-- > > What you describe here sounds a lot like a Rogerian argument, in which the author (A) first explains the position he or she is opposed to (B), without criticism of any sort; the author (A) simply shows that they understand position (B). Then the author (A) offers non-pejorative critique of position (B): 'I see a problem/weakness/issue in position (B) that you (person
who holds position [B]) have not addressed.' Then the author (A) offers elements of their own position on the issue that (A) thinks will help strengthen the opposing position (B). Based on the work of psychologist Carl Rogers, this type of argument is a mainstay of mediation: it shows that you are actually listening to the 'other,' treating their point of view as valid and thoughtful; and it presents your own argument not as antagonistic, but as potentially useful in helping the opposition achieve a more effective result (and one that both sides can possible agree to as a fair compromise). The only argumentative writing textbook I know of that has a whole Rogerian assignment is Nancy Wood's Essentials of Argument. > > I have a copy of They Say/I Say on my shelf--now I'll have to look at it! Thanks! > > Seth > > Dr. Seth Katz > Assistant Professor > Department of English > Bradley
University > > ________________________________ > > From: Assembly for the Teaching of English Grammar on behalf of GeoffreTo join or leave this LISTSERV list, please visit the list's web interface at:
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========================================================================Date: Tue, 9 Aug 2011 01:31:15 +0300
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: M C Johnstone <[log in to unmask]>
Subject: Re: Holding their interest
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[1]http://upload.wikimedia.org/wikipedia/commons/thumb/1/17/Squat
-toilet-with-tank.jpg/220px-Squat-toilet-with-tank.jpg
On Mon, 08 Aug 2011 13:19 -0500, "Geoffrey Layton"
<[log in to unmask]> wrote:
I want to know what it takes to convince a roommate to leave the
toilet seat up!
Geoff Layton
____________________________________________________________
Date: Mon, 8 Aug 2011 12:48:14 -0500
From: [log in to unmask]
Subject: Re: Holding their interest
To: [log in to unmask]
Thanks for bringing up the Rogerian argument, Seth! One of the
best writing courses I ever took in college was an expository
writing class that very well may have used the Wood text. The
Rogerian argument works very well in the classroom at many
levels. High school students enjoy the structure provided without
the rigidity of a formal essay. It can be used for topics as
complex as gun control or as humorous as convincing a roommate to
leave the toilet seat down. I would encourage secondary teachers
to give it a try!
John
On Mon, Aug 8, 2011 at 11:41 AM, Katz, Seth
<[2][log in to unmask]> wrote:
Geoff--
What you describe here sounds a lot like a Rogerian argument,
in which the author (A) first explains the position he or she
is opposed to (B), without criticism of any sort; the author
(A) simply shows that they understand position (B). Then the
author (A) offers non-pejorative critique of position (B): 'I
see a problem/weakness/issue in position (B) that you (person
who holds position [B]) have not addressed.' Then the author
(A) offers elements of their own position on the issue that
(A) thinks will help strengthen the opposing position (B).
Based on the work of psychologist Carl Rogers, this type of
argument is a mainstay of mediation: it shows that you are
actually listening to the 'other,' treating their point of
view as valid and thoughtful; and it presents your own
argument not as antagonistic, but as potentially useful in
helping the opposition achieve a more effective result (and
one that both sides can possible agree to as a fair
compromise). The only argumentative writing textbook I know of
that has a whole Rogerian assignment is Nancy Wood's
Essentials of Argument.
I have a copy of They Say/I Say on my shelf--now I'll have to
look at it! Thanks!
Seth
Dr. Seth Katz
Assistant Professor
Department of English
Bradley University
________________________________
From: Assembly for the Teaching of English Grammar on behalf
of Geoffrey Layton
Sent: Sun 8/7/2011 10:13 PM
To: [3][log in to unmask]
Subject: Re: Holding their interest
Paul,
I think the most valuable part of the T/I Say is the "They
say" portion because students must be able to identify what
they're responding to - and why. In other words, they have to
ask (and answer) the question what is it about the text that
makes it interesting. I've had a lot of luck teaching
"commonplaces" in the context of the following template, "Most
(many, the author, my parents, etc) seem to think X (the
"commonplace"), but a closer look reveals Y. It's important to
recognize that Y is (just as important, preferable, superior
to, different from, etc) X because . . ."
Geoff Layton
________________________________
Date: Sun, 7 Aug 2011 16:46:38 -0700
From: [4][log in to unmask]
Subject: Re: Holding their interest
To: [5][log in to unmask]
THis is interesting. Last year, we adopted the They Say/I Say
(with readings) text for our revised senior English
curriculum. This year we'll be using it again (first semester
only). It's hard to assess yet how successful it's been, but
so far, it looks like we made a good choice. I'm open to any
ideas about using this text that any of you have, and I'd love
to share them with the rest of our senior English team.
Thanks,
Paul D.
"If this were play'd upon a stage now, I could condemn it as
an improbable fiction" (_Twelfth Night_ 3.4.127-128).
________________________________
From: Geoffrey Layton <[6][log in to unmask]>
To: [7][log in to unmask]
Sent: Sun, August 7, 2011 7:02:58 PM
Subject: Holding their interest
Carol - There are, I think, two ways to look at the problem
that I assume you're referring to - student lack of engagement
in the basic writing class (or any other writing/comp course
for that matter!). Sometimes, as you indicate, the way to
approach it is to make the subject matter more "interesting"
(although what is interesting to one student may not be to
another) - and the way I've seen that addressed is to focus on
current events, social issues, and politics (often, of course,
they merge into one). Unfortunately, tackling "big subjects"
(the environment, racism, the budget crisis, etc) is tough
enough for professional writers, and it's routine to see basic
writers totally fall to pieces when the subject matter becomes
"interesting."
Another problem with this approach is that it pretty much
leaves the grammar to take care of itself, often in
"mini-lessons" or "grammar in the context in writing" where
grammar and mechanical issues are dealt with after the fact.
The problem here, it seems, is that grammar and mechanics
don't begin to cover the writing problems of freshman basic
writers - even if every grammar "error" gets corrected, the
writing is still a mess.
The other way to address the problem is to work on the
assumption that student interest grows along with their
command of the subject matter - in other words, the more they
learn about how to write, the more engaged/interested they
become in the act of writing. This is the idea behind the book
"They say/I say: The moves that matter in academic writing" by
Graff and Birkenstein. Although at first it may seem geared to
higher level writing class than what you have (the book was
written to deal with first-year freshman writing problems at
UIC), the approach is still a sound one - to help students
gain control over their writing. As Stanley Fish says, "Drill
students in the forms that enable meaning . . . What students
must learn are the forms; the content will follow."
Geoff Layton
________________________________
Date: Sun, 7 Aug 2011 13:12:00 -0700
From: [8][log in to unmask]
Subject: Re: 22 Britannia Road
To: [9][log in to unmask]
I just re-joined the list after a long time away. I'll be
teaching basic writing and grammar to freshman community
college students. I'd appreciate any suggestions and practical
exercises for basic writers to make the subject more
interesting for non-enthusiasts!
Carol Morrison
--- On Sun, 8/7/11, Jane Mairs
<[10][log in to unmask]> wrote:
From: Jane Mairs <[11][log in to unmask]>
Subject: Re: 22 Britannia Road
To: [12][log in to unmask]
Date: Sunday, August 7, 2011, 3:18 PM
There are too many argumentative and angry exchanges in
this listserv and too few productive discussions.
I am leaving.
Jane Mairs
From: Assembly for the Teaching of English Grammar
[mailto:[13][log in to unmask]] On Behalf Of Brad
Johnston
Sent: Sunday, August 07, 2011 9:19 AM
To: [14][log in to unmask]
Subject: Re: 22 Britannia Road
For those not set for html, color and graphics by
whatever name, this will be hard to follow.
.br-had.sun.07aug11.
________________________________
From: Geoffrey Layton <[15][log in to unmask]>
To: [16][log in to unmask]
Sent: Sunday, August 7, 2011 12:17 AM
Subject: Re: 22 Britannia Road
Thanks, Brad - now we're getting somewhere! Indeed we
are, thanks to you! A thousand welcomes. The next step is to
analyze the change in meaning between the two tenses. Holy
cow! Where have YOU been for the last dozen years? For
example, I'm not sure that it's accurate to say that "there is
nothing the word 'had' can do for a past tense verb that the
verb cannot do for itself." A past tense verb, G. The motto
doesn't say 'a verb', it says a PAST TENSE verb. It seems to
me that "had" does something extremely important to the past
tense verb in this particular piece of writing as the simple
past which one? would put Janusz in a place where the
writer doesn't want him. The perfect tense implies that the
goodbyes HAD BEEN said before Aurek finds himself in his
current situation, Indeed they were, but not 'had been'.
Exactly the point. The past tense of 'to be' is 'was' and
'were', not 'had been'. The good-byes were said earlier. Lotsa
things happened earlier. All Gaul was divided, Teddy Roosevelt
stormed San Juan Hill. Lotsa things. which it seems to me is
exactly the position in which the writer wants his character
to be.
All past events were preceded by other past events.
That's not what the past perfect is for. The past perfect is a
specialized device that lets us show that by the time
something happened, something else had already happened. If
you like ... "By the time Janusz found himself on the train,
he had already left home and in doing so, had said his
good-byes to his wife." A bit back-handed but this is exactly
why the past perfect is not just a convention. It provides a
distinct time-sequence separation. Thanks for the push down
that road.
Geoff Layton
.br-had.sun.07aug11.
________________________________
Date: Sat, 6 Aug 2011 20:41:41 -0700
From: [17][log in to unmask]
<[18]http://us.mc1121.mail.yahoo.com/mc/compose?to=br.hadvines
@YAHOO.COM>
Subject: 22 Britannia Road
To: [19][log in to unmask]
<[20]http://us.mc1121.mail.yahoo.com/mc/compose?to=ATEG@LISTSE
RV.MUOHIO.EDU>
Brad and Martha,
Here's a juicy one, from "22 Britannia Road", by Amanda
Hodgkinson, c.2011, page 24.
In carriages up and down the train, soldiers were
singing and sharing jokes but Janusz stayed silent. He prayed
Silvana and Aurek would be safe. He'd said good-bye casually,
as if he were just going out to buy a newspaper. He'd told
himself it was braver to leave like that. He'd met up with his
father a few days before and that had been the old man's
advice.
"Don't dwell too long on saying your good-byes.
Women always cry and make a fuss. Make it quick. Good-byes are
best kept short. Be strong and you'll make a good soldier."
His father had looked down then, his hand hovering over
Janusz's shoulder. "Just make sure you come back in one
piece."
Now Janusz regretted the way he had left. In truth
it hadn't been bravery that had made him turn his back so
quickly on his wife and child. It had been the hot tears that
had pushed at his eyes as he'd brushed Silvana's cheek with a
kiss. His father had been wrong. She'd been the brave one,
standing there dry-eyed, holding their son tightly in her
arms.
Thirteen 'had's in the quote. Once you get on the Had
Highway, it's hard to find the exit ramp.
I have an idea. The first 'had' -- where she writes,
'He'd said goodbye casually' -- is a nice example of the Bad
Grammar Flashback Convention, which the schools of "creative
writing" all teach as the way it should be done. Let's assume
the author wrote, as she should have written, "When he left
his home, he said goodbye casually", and then take it from
there. Disregard that first 'had' and consider the last 12.
Apply the past-tense default to each of them and see what you
get. What makes sense? What conveys the intent? If the past
tense says what it should say, that's the one you want. Don't
put 'had' in front of it. "There is nothing the word 'had' can
do for a past tense verb that the verb cannot do for itself."
For Geoffrey, here's the way it should have been
written:
In carriages up and down the train, soldiers were
singing and sharing jokes but Janusz stayed silent. He prayed
Silvana and Aurek would be safe. [When he left his home], he
said good-bye casually, as if he were just going out to buy a
newspaper. He told himself it was braver to leave like that.
He met up with his father a few days before and that was the
old man's advice.
"Don't dwell too long on saying your good-byes.
Women always cry and make a fuss. Make it quick. Good-byes are
best kept short. Be strong and you'll make a good soldier."
His father looked down then, his hand hovering over Janusz's
shoulder. "Just make sure you come back in one piece."
Now Janusz regretted the way he left. In truth it
wasn't bravery that made him turn his back so quickly on his
wife and child. It was the hot tears that pushed at his eyes
as he brushed Silvana's cheek with a kiss. His father was
wrong. She was the brave one, standing there dry-eyed, holding
their son tightly in her arms.
As you can see, there is nothing the word 'had' can do
for a past tense verb that the verb cannot do for itself.**
** Clear statement of position, for Geoffrey's
consideration.
.br-had.sat.06aug11.
.
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References
1. http://upload.wikimedia.org/wikipedia/commons/thumb/1/17/Squat-toilet-with-tank.jpg/220px-Squat-toilet-with-tank.jpg
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14. mailto:[log in to unmask]
15. mailto:[log in to unmask]
16. mailto:[log in to unmask]
17. mailto:[log in to unmask]
18. http:[log in to unmask]
19. mailto:[log in to unmask]
20. http:[log in to unmask]
21. http://listserv.muohio.edu/archives/ateg.html
22. http://ateg.org/
23. http://listserv.muohio.edu/archives/ateg.html
24. http://ateg.org/
25. http://listserv.muohio.edu/archives/ateg.html
26. http://ateg.org/
27. http://listserv.muohio.edu/archives/ateg.html
28. http://ateg.org/
29. http://listserv.muohio.edu/archives/ateg.html
30. http://ateg.org/
31. http://listserv.muohio.edu/archives/ateg.html
32. http://ateg.org/
33. http://listserv.muohio.edu/archives/ateg.html
34. http://ateg.org/
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I want to know what it takes to convince a roommate to leave the toilet seat up!
Geoff Layton
Date: Mon, 8 Aug 2011 12:48:14 -0500
From: [log in to unmask]
Subject: Re: Holding their interest
To: [log in to unmask]
Thanks for bringing up the Rogerian argument, Seth! One of the best writing courses I ever took in college was an expository writing class that very well may have used the Wood text. The Rogerian argument works very well in the classroom at many levels. High school students enjoy the structure provided without the rigidity of a formal essay. It can be used for topics as complex as gun control or as humorous as convincing a roommate to leave the toilet seat down. I would encourage secondary teachers to give it a try!
John
On Mon, Aug 8, 2011 at 11:41 AM, Katz, Seth <[log in to unmask]> wrote:
Geoff--
What you describe here sounds a lot like a Rogerian argument, in which the author (A) first explains the position he or she is opposed to (B), without criticism of any sort; the author (A) simply shows that they understand position (B). Then the author (A) offers non-pejorative critique of position (B): 'I see a problem/weakness/issue in position (B) that you (person who holds position [B]) have not addressed.' Then the author (A) offers elements of their own position on the issue that (A) thinks will help strengthen the opposing position (B). Based on the work of psychologist Carl Rogers, this type of argument is a mainstay of mediation: it shows that you are actually listening to the 'other,' treating their point of view as valid and thoughtful; and it presents your own argument not as antagonistic, but as potentially useful in helping the opposition achieve a more effective result (and one that both sides can possible agree to as a fair compromise). The only argumentative writing textbook I know of that has a whole Rogerian assignment is Nancy Wood's Essentials of Argument.
I have a copy of They Say/I Say on my shelf--now I'll have to look at it! Thanks!
Seth
Dr. Seth Katz
Assistant Professor
Department of English
Bradley University
________________________________
From: Assembly for the Teaching of English Grammar on behalf of Geoffrey Layton
Sent: Sun 8/7/2011 10:13 PM
To: [log in to unmask]
Subject: Re: Holding their interest
Paul,
I think the most valuable part of the T/I Say is the "They say" portion because students must be able to identify what they're responding to - and why. In other words, they have to ask (and answer) the question what is it about the text that makes it interesting. I've had a lot of luck teaching "commonplaces" in the context of the following template, "Most (many, the author, my parents, etc) seem to think X (the "commonplace"), but a closer look reveals Y. It's important to recognize that Y is (just as important, preferable, superior to, different from, etc) X because . . ."
Geoff Layton
________________________________
Date: Sun, 7 Aug 2011 16:46:38 -0700
From: [log in to unmask]
Subject: Re: Holding their interest
To: [log in to unmask]
THis is interesting. Last year, we adopted the They Say/I Say (with readings) text for our revised senior English curriculum. This year we'll be using it again (first semester only). It's hard to assess yet how successful it's been, but so far, it looks like we made a good choice. I'm open to any ideas about using this text that any of you have, and I'd love to share them with the rest of our senior English team.
Thanks,
Paul D.
"If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128).
________________________________
From: Geoffrey Layton <[log in to unmask]>
To: [log in to unmask]
Sent: Sun, August 7, 2011 7:02:58 PM
Subject: Holding their interest
Carol - There are, I think, two ways to look at the problem that I assume you're referring to - student lack of engagement in the basic writing class (or any other writing/comp course for that matter!). Sometimes, as you indicate, the way to approach it is to make the subject matter more "interesting" (although what is interesting to one student may not be to another) - and the way I've seen that addressed is to focus on current events, social issues, and politics (often, of course, they merge into one). Unfortunately, tackling "big subjects" (the environment, racism, the budget crisis, etc) is tough enough for professional writers, and it's routine to see basic writers totally fall to pieces when the subject matter becomes "interesting."
Another problem with this approach is that it pretty much leaves the grammar to take care of itself, often in "mini-lessons" or "grammar in the context in writing" where grammar and mechanical issues are dealt with after the fact. The problem here, it seems, is that grammar and mechanics don't begin to cover the writing problems of freshman basic writers - even if every grammar "error" gets corrected, the writing is still a mess.
The other way to address the problem is to work on the assumption that student interest grows along with their command of the subject matter - in other words, the more they learn about how to write, the more engaged/interested they become in the act of writing. This is the idea behind the book "They say/I say: The moves that matter in academic writing" by Graff and Birkenstein. Although at first it may seem geared to higher level writing class than what you have (the book was written to deal with first-year freshman writing problems at UIC), the approach is still a sound one - to help students gain control over their writing. As Stanley Fish says, "Drill students in the forms that enable meaning . . . What students must learn are the forms; the content will follow."
Geoff Layton
________________________________
Date: Sun, 7 Aug 2011 13:12:00 -0700
From: [log in to unmask]
Subject: Re: 22 Britannia Road
To: [log in to unmask]
I just re-joined the list after a long time away. I'll be teaching basic writing and grammar to freshman community college students. I'd appreciate any suggestions and practical exercises for basic writers to make the subject more interesting for non-enthusiasts!
Carol Morrison
--- On Sun, 8/7/11, Jane Mairs <[log in to unmask]> wrote:
From: Jane Mairs <[log in to unmask]>
Subject: Re: 22 Britannia Road
To: [log in to unmask]
Date: Sunday, August 7, 2011, 3:18 PM
There are too many argumentative and angry exchanges in this listserv and too few productive discussions.
I am leaving.
Jane Mairs
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Brad Johnston
Sent: Sunday, August 07, 2011 9:19 AM
To: [log in to unmask]
Subject: Re: 22 Britannia Road
For those not set for html, color and graphics by whatever name, this will be hard to follow.
.br-had.sun.07aug11.
________________________________
From: Geoffrey Layton <[log in to unmask]>
To: [log in to unmask]
Sent: Sunday, August 7, 2011 12:17 AM
Subject: Re: 22 Britannia Road
Thanks, Brad - now we're getting somewhere! Indeed we are, thanks to you! A thousand welcomes. The next step is to analyze the change in meaning between the two tenses. Holy cow! Where have YOU been for the last dozen years? For example, I'm not sure that it's accurate to say that "there is nothing the word 'had' can do for a past tense verb that the verb cannot do for itself." A past tense verb, G. The motto doesn't say 'a verb', it says a PAST TENSE verb. It seems to me that "had" does something extremely important to the past tense verb in this particular piece of writing as the simple past which one? would put <Aurek> Janusz in a place where the writer doesn't want him. The perfect tense implies that the goodbyes HAD BEEN said before Aurek finds himself in his current situation, Indeed they were, but not 'had been'. Exactly the point. The past tense of 'to be' is 'was' and 'were', not 'had been'. The good-byes were said earlier. Lotsa things happened earlier. All Gaul was divided, Teddy Roosevelt stormed San Juan Hill. Lotsa things. which it seems to me is exactly the position in which the writer wants his character to be.
All past events were preceded by other past events. That's not what the past perfect is for. The past perfect is a specialized device that lets us show that by the time something happened, something else had already happened. If you like ... "By the time Janusz found himself on the train, he had already left home and in doing so, had said his good-byes to his wife." A bit back-handed but this is exactly why the past perfect is not just a convention. It provides a distinct time-sequence separation. Thanks for the push down that road.
Geoff Layton
.br-had.sun.07aug11.
________________________________
Date: Sat, 6 Aug 2011 20:41:41 -0700
From: [log in to unmask] <[log in to unmask]" target="_blank">http:[log in to unmask]>
Subject: 22 Britannia Road
To: [log in to unmask] <[log in to unmask]" target="_blank">http:[log in to unmask]>
Brad and Martha,
Here's a juicy one, from "22 Britannia Road", by Amanda Hodgkinson, c.2011, page 24.
In carriages up and down the train, soldiers were singing and sharing jokes but Janusz stayed silent. He prayed Silvana and Aurek would be safe. He'd said good-bye casually, as if he were just going out to buy a newspaper. He'd told himself it was braver to leave like that. He'd met up with his father a few days before and that had been the old man's advice.
"Don't dwell too long on saying your good-byes. Women always cry and make a fuss. Make it quick. Good-byes are best kept short. Be strong and you'll make a good soldier." His father had looked down then, his hand hovering over Janusz's shoulder. "Just make sure you come back in one piece."
Now Janusz regretted the way he had left. In truth it hadn't been bravery that had made him turn his back so quickly on his wife and child. It had been the hot tears that had pushed at his eyes as he'd brushed Silvana's cheek with a kiss. His father had been wrong. She'd been the brave one, standing there dry-eyed, holding their son tightly in her arms.
Thirteen 'had's in the quote. Once you get on the Had Highway, it's hard to find the exit ramp.
I have an idea. The first 'had' -- where she writes, 'He'd said goodbye casually' -- is a nice example of the Bad Grammar Flashback Convention, which the schools of "creative writing" all teach as the way it should be done. Let's assume the author wrote, as she should have written, "When he left his home, he said goodbye casually", and then take it from there. Disregard that first 'had' and consider the last 12. Apply the past-tense default to each of them and see what you get. What makes sense? What conveys the intent? If the past tense says what it should say, that's the one you want. Don't put 'had' in front of it. "There is nothing the word 'had' can do for a past tense verb that the verb cannot do for itself."
For Geoffrey, here's the way it should have been written:
In carriages up and down the train, soldiers were singing and sharing jokes but Janusz stayed silent. He prayed Silvana and Aurek would be safe. [When he left his home], he said good-bye casually, as if he were just going out to buy a newspaper. He told himself it was braver to leave like that. He met up with his father a few days before and that was the old man's advice.
"Don't dwell too long on saying your good-byes. Women always cry and make a fuss. Make it quick. Good-byes are best kept short. Be strong and you'll make a good soldier." His father looked down then, his hand hovering over Janusz's shoulder. "Just make sure you come back in one piece."
Now Janusz regretted the way he left. In truth it wasn't bravery that made him turn his back so quickly on his wife and child. It was the hot tears that pushed at his eyes as he brushed Silvana's cheek with a kiss. His father was wrong. She was the brave one, standing there dry-eyed, holding their son tightly in her arms.
As you can see, there is nothing the word 'had' can do for a past tense verb that the verb cannot do for itself.**
** Clear statement of position, for Geoffrey's consideration.
.br-had.sat.06aug11.
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========================================================================Date: Tue, 9 Aug 2011 01:56:53 +0300
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
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From: M C Johnstone <[log in to unmask]>
Subject: Re: Holding their interest
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This is a fascinating discussion. It began with a question about
engaging students, then observations that when students are
engaged in a topic or argument, all hell breaks loose and the
"pedagogical objectives" are lost, and now returns to advice to
stick to innocuous topics, which are unlikely to engaging anyone
and so, presumably, not threaten the pre-determined outcomes,
which no student would likely be capable of identifying within
several days of the exam, either side, anyway.
I teach EFL composition in Saudi Arabia. EFL abounds with
mind-numbing topics. What I see in this is a choice, usually made
by the teacher, to focus on outcomes or to focus on students and
their education. I would much rather deal with controversial
topics - and in my experience, so would students - than with
those bearing the Good Housekeeping Seal of Approval.
Evolution is one of those topics that are deemed to be too hot to
poke. Muslim get about as het up over this as do some of the more
fundamentalist varieties of Christians. Paranoia over this is so
intense here that our biology department avoids all mention of
it. Since they don't talk about it in biology, we can talk about
it in English.
I agree with Herb that there are socially determined positions;
positions from which it is difficult for students to disengage
themselves. However, I also think that it is important that
people learn to examine their own views critically and
then become able to advocate those views from a position of
knowledge rather than from a position of fear. This, rather than
sterile mastery of forms, is what education must be about.
If thinking critically is a liberating act, and if this
liberation is the primary reason for promoting thought as a
skill, then we really ought to start with topics that matter to
people. These socially determined positions seem to me to be an
ideal place to start.
Mark
On Mon, 08 Aug 2011 15:25 -0700, "Carol Morrison"
<[log in to unmask]> wrote:
"In a case like this, a position on evolution or creation or
abortion is not an intellectual stance; itâs a matter of cultural
and social identity, and that makes it very hard to think
critically about it. Iâve found in UG classes where we deal with
dialectology the notion âsocial classâ sometimes gets rejected
out of hand as Marxist, and no amount of discussion will shake
that position. This is also one of those defining stances.
Is a writing class the place to get students to question such
elements of their identity and look at themselves more
critically? How does one go about this?"
I agree Herb, from my past experience teaching COMP 101, which
featured an argument paper, that it is difficult for students to
reason intellectually when they are emotionally charged from
controversial topics such as religion or gay marriage. I think
for them to engage in a more civil discourse, and one stemming
from reason and analysis rather than emotion, the point of
departure needs to be different. I particularly liked what Geoff
said about âcommonplacesâ and I thought of introducing more
innocuous topics for the freshman to write about such as their
experiences in the dining hall or bookstore; âfirst dayâ
experiences, and so forth. Since I have returned to the same
community college after two years of absence, the âargumentâ
paper has now changed to a mini-research paper. Iâll be teaching
(2) basic writing classes which consist of basic grammar
instruction and sentence and paragraph writing, and then one
section of COMP 101. There is so much I can do during class
time; the question for me now as I write my syllabi is what!
Carol Morrison
--- On Mon, 8/8/11, STAHLKE, HERBERT F <[log in to unmask]> wrote:
From: STAHLKE, HERBERT F <[log in to unmask]>
Subject: Re: Holding their interest
To: [log in to unmask]
Date: Monday, August 8, 2011, 4:37 PM
Thanks to all of you for one of the most interesting and
thoughtfully argued threads weâve had in a while.
I have a question that may be tangential to this topic, or at
least a narrower focus. I should say first that while I have
taught both ESL writing and Freshman writing, I am not a
writing teacher, and threads like this always leave me with a
lot of respect for those who perform these tasks and perform
them well.
When Iâve taught writing, Iâve often been encouraged to avoid
topics like abortion and creationism vs. evolution because
itâs so difficult for student writers to separate themselves
from the issues and from the social consequences of taking a
position. As an example of this, I had dinner with my oldest
son last night, and we got to talking about a good friend of
his at work. She is well educated, well read, and has
thoughtful views on a lot of topics. Evolution came up
recently in one of their conversations, and her response was,
âOh, I donât believe in evolution. The evidence for it is not
very strong.â My son was surprised at her reaction. She
comes from a Southern Baptist background but is no longer
connected to that or any other denomination, so her reasons
for rejecting evolution, and she confirms this, are not
religious. I suggested to him that perhaps the reason for her
position was a matter of social identity. Her family and the
community she grew up in are devout and accept the biblical
creation story literally. Rejecting evolution is a matter of
family identity. She can become a backslid Baptist, and
thatâs lamentable, but for her to accept evolution would be to
reject her family.
In a case like this, a position on evolution or creation or
abortion is not an intellectual stance; itâs a matter of
cultural and social identity, and that makes it very hard to
think critically about it. Iâve found in UG classes where we
deal with dialectology the notion âsocial classâ sometimes
gets rejected out of hand as Marxist, and no amount of
discussion will shake that position. This is also one of
those defining stances.
Is a writing class the place to get students to question such
elements of their identity and look at themselves more
critically? How does one go about this?
Herb
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Monday, August 08, 2011 1:14 PM
To: [log in to unmask]
Subject: Re: Holding their interest
Seth -
Thanks for the reference. This thread fits with a project on
academic discourse that I'm trying to develop. Perhaps one
characteristic that Graff proposes that might be different from
the Rogerian model is his insistence that - after all the
listening and understanding - writers/academics must finally take
a position that differs from that of their
interlocutors/respondents. For example, in his book "Clueless in
Academe," he offers significant criticism of Deborah Tannen and
the views she expresses in her book, "The Argument Culture:
Moving from Debate to Dialogue." As he puts it, "Perhaps the most
telling refutation of Tannen's thesis is the confrontational
quality of the book itself. . . Tannen enacts the behavior she
objects to" (89). Similarly in "They Say," Graff advances a
method that will enhance the ability of students to argue, not
diminish it. His "listening and understanding" component, as I
understand it, is presented not as a way to be
non-confrontational but rather as a means to make sure that the
resulting argument is telling and effective, much the same way
that he demonstrates his understanding of Tannen's position in
order to methodically destroy it.
To return to the theme of the thread - "Holding their interest" -
perhaps this discussion will help hold student interest by
showing them that in order to develop a powerful argument for
their position, they must first thoroughly understand the point
of view of the person with whom they disagree - and, more
interestingly, in order to have something interesting to say,
they must find an area where they do disagree.
Geoff Layton
> Date: Mon, 8 Aug 2011 11:41:33 -0500
> From: [1][log in to unmask]
> Subject: Re: Holding their interest
> To: [2][log in to unmask]
>
> Geoff--
>
> What you describe here sounds a lot like a Rogerian argument,
in which the author (A) first explains the position he or she is
opposed to (B), without criticism of any sort; the author (A)
simply shows that they understand position (B). Then the author
(A) offers non-pejorative critique of position (B): 'I see a
problem/weakness/issue in position (B) that you (person who holds
position [B]) have not addressed.' Then the author (A) offers
elements of their own position on the issue that (A) thinks will
help strengthen the opposing position (B). Based on the work of
psychologist Carl Rogers, this type of argument is a mainstay of
mediation: it shows that you are actually listening to the
'other,' treating their point of view as valid and thoughtful;
and it presents your own argument not as antagonistic, but as
potentially useful in helping the opposition achieve a more
effective result (and one that both sides can possible agree to
as a fair compromise). The only argumentative writing textbook I
know of that has a whole Rogerian assignment is Nancy Wood's
Essentials of Argument.
>
> I have a copy of They Say/I Say on my shelf--now I'll have to
look at it! Thanks!
>
> Seth
>
> Dr. Seth Katz
> Assistant Professor
> Department of English
> Bradley University
>
> ________________________________
>
> From: Assembly for the Teaching of English Grammar on behalf of
GeoffreTo join or leave this LISTSERV list, please visit the
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References
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2. http:[log in to unmask]
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This is a fascinating discussion. It began with a question about engaging students, then observations that when students are engaged in a topic or argument, all hell breaks loose and the "pedagogical objectives" are lost, and now returns to advice to stick to innocuous topics, which are unlikely to engaging anyone and so, presumably, not threaten the pre-determined outcomes, which no student would likely be capable of identifying within several days of the exam, either side, anyway.
I teach EFL composition in Saudi Arabia. EFL abounds with mind-numbing topics. What I see in this is a choice, usually made by the teacher, to focus on outcomes or to focus on students and their education. I would much rather deal with controversial topics - and in my experience, so would students - than with those bearing the Good Housekeeping Seal of Approval.
Evolution is one of those topics that are deemed to be too hot to poke. Muslim get about as het up over this as do some of the more fundamentalist varieties of Christians. Paranoia over this is so intense here that our biology department avoids all mention of it. Since they don't talk about it in biology, we can talk about it in English.
I agree with Herb that there are socially determined positions; positions from which it is difficult for students to disengage themselves. However, I also think that it is important that people learn to examine their own views critically and then become able to advocate those views from a position of knowledge rather than from a position of fear. This, rather than sterile mastery of forms, is what education must be about.
If thinking critically is a liberating act, and if this liberation is the primary reason for promoting thought as a skill, then we really ought to start with topics that matter to people. These socially determined positions seem to me to be an ideal place to start.
Mark
"In a case like this, a position on evolution or creation or abortion is not an intellectual stance; it’s a matter of cultural and social identity, and that makes it very hard to think critically about it. I’ve found in UG classes where we deal with dialectology the notion “social class” sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances.
Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?"
I agree Herb, from my past experience teaching COMP 101, which featured an argument paper, that it is difficult for students to reason intellectually when they are emotionally charged from controversial topics such as religion or gay marriage. I think for them to engage in a more civil discourse, and one stemming from reason and analysis rather than emotion, the point of departure needs to be different. I particularly liked what Geoff said about “commonplaces” and I thought of introducing more innocuous topics for the freshman to write about such as their experiences in the dining hall or bookstore; “first day” experiences, and so forth. Since I have returned to the same community college after two years of absence, the “argument” paper has now changed to a mini-research paper. I’ll be teaching (2) basic writing classes which consist of basic grammar instruction and sentence and paragraph writing, and then one section of COMP 101. There is so much I can do during class time; the question for me now as I write my syllabi is what!
Carol Morrison
From: STAHLKE, HERBERT F <[log in to unmask]>
Subject: Re: Holding their interest
To: [log in to unmask]
Date: Monday, August 8, 2011, 4:37 PM
Thanks to all of you for one of the most interesting and thoughtfully argued threads we’ve had in a while.
I have a question that may be tangential to this topic, or at least a narrower focus. I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well.
When I’ve taught writing, I’ve often been encouraged to avoid topics like abortion and creationism vs. evolution because it’s so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position. As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work. She is well educated, well read, and has thoughtful views on a lot of topics. Evolution came up recently in one of their conversations, and her response was, “Oh, I don’t believe in evolution. The evidence for it is not very strong.” My son was surprised at her reaction. She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious. I suggested to him that perhaps the reason for her position was a matter of social identity. Her family and the community she grew up in are devout and accept the biblical creation story literally. Rejecting evolution is a matter of family identity. She can become a backslid Baptist, and that’s lamentable, but for her to accept evolution would be to reject her family.
In a case like this, a position on evolution or creation or abortion is not an intellectual stance; it’s a matter of cultural and social identity, and that makes it very hard to think critically about it. I’ve found in UG classes where we deal with dialectology the notion “social class” sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances.
Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?
Herb
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Monday, August 08, 2011 1:14 PM
To: [log in to unmask]
Subject: Re: Holding their interest
Seth -
Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding - writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances a method that will enhance the ability of students to argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way to be non-confrontational but rather as a means to make sure that the resulting argument is telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it.
To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree.
Geoff Layton
> Date: Mon, 8 Aug 2011 11:41:33 -0500
> From: [log in to unmask]" target="_blank">[log in to unmask]
> Subject: Re: Holding their interest
> To: [log in to unmask]" target="_blank">[log in to unmask]
>
> Geoff--
>
> What you describe here sounds a lot like a Rogerian argument, in which the author (A) first explains the position he or she is opposed to (B), without criticism of any sort; the author (A) simply shows that they understand position (B). Then the author (A) offers non-pejorative critique of position (B): 'I see a problem/weakness/issue in position (B) that you (person who holds position [B]) have not addressed.' Then the author (A) offers elements of their own position on the issue that (A) thinks will help strengthen the opposing position (B). Based on the work of psychologist Carl Rogers, this type of argument is a mainstay of mediation: it shows that you are actually listening to the 'other,' treating their point of view as valid and thoughtful; and it presents your own argument not as antagonistic, but as potentially useful in helping the opposition achieve a more effective result (and one that both sides can possible agree to as a fair compromise). The only argumentative writing textbook I know of that has a whole Rogerian assignment is Nancy Wood's Essentials of Argument.
>
> I have a copy of They Say/I Say on my shelf--now I'll have to look at it! Thanks!
>
> Seth
>
> Dr. Seth Katz
> Assistant Professor
> Department of English
> Bradley University
>
> ________________________________
>
> From: Assembly for the Teaching of English Grammar on behalf of GeoffreTo join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
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--_----------=_1312844213254202--
========================================================================Date: Mon, 8 Aug 2011 18:12:41 -0500
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Geoffrey Layton <[log in to unmask]>
Subject: Re: Holding their interest
In-Reply-To: <[log in to unmask]>
Content-Type: multipart/alternative;
boundary="_ab797aba-b979-4479-b3ce-919d6d8de275_"
MIME-Version: 1.0
--_ab797aba-b979-4479-b3ce-919d6d8de275_
Content-Type: text/plain; charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
Geoff Layton
Date: Tue, 9 Aug 2011 01:31:15 +0300
From: [log in to unmask]
Subject: Re: Holding their interest
To: [log in to unmask]
http://upload.wikimedia.org/wikipedia/commons/thumb/1/17/Squat-toilet-with-tank.jpg/220px-Squat-toilet-with-tank.jpg
On Mon, 08 Aug 2011 13:19 -0500, "Geoffrey Layton" <[log in to unmask]> wrote:
I want to know what it takes to convince a roommate to leave the toilet seat up!
Geoff Layton
Date: Mon, 8 Aug 2011 12:48:14 -0500
From: [log in to unmask]
Subject: Re: Holding their interest
To: [log in to unmask]
Thanks for bringing up the Rogerian argument, Seth! One of the best writing courses I ever took in college was an expository writing class that very well may have used the Wood text. The Rogerian argument works very well in the classroom at many levels. High school students enjoy the structure provided without the rigidity of a formal essay. It can be used for topics as complex as gun control or as humorous as convincing a roommate to leave the toilet seat down. I would encourage secondary teachers to give it a try!
John
On Mon, Aug 8, 2011 at 11:41 AM, Katz, Seth <[log in to unmask]> wrote:
Geoff--
What you describe here sounds a lot like a Rogerian argument, in which the author (A) first explains the position he or she is opposed to (B), without criticism of any sort; the author (A) simply shows that they understand position (B). Then the author (A) offers non-pejorative critique of position (B): 'I see a problem/weakness/issue in position (B) that you (person who holds position [B]) have not addressed.' Then the author (A) offers elements of their own position on the issue that (A) thinks will help strengthen the opposing position (B). Based on the work of psychologist Carl Rogers, this type of argument is a mainstay of mediation: it shows that you are actually listening to the 'other,' treating their point of view as valid and thoughtful; and it presents your own argument not as antagonistic, but as potentially useful in helping the opposition achieve a more effective result (and one that both sides can possible agree to as a fair compromise). The only argumentative writing textbook I know of that has a whole Rogerian assignment is Nancy Wood's Essentials of Argument.
I have a copy of They Say/I Say on my shelf--now I'll have to look at it! Thanks!
Seth
Dr. Seth Katz
Assistant Professor
Department of English
Bradley University
________________________________
From: Assembly for the Teaching of English Grammar on behalf of Geoffrey Layton
Sent: Sun 8/7/2011 10:13 PM
To: [log in to unmask]
Subject: Re: Holding their interest
Paul,
I think the most valuable part of the T/I Say is the "They say" portion because students must be able to identify what they're responding to - and why. In other words, they have to ask (and answer) the question what is it about the text that makes it interesting. I've had a lot of luck teaching "commonplaces" in the context of the following template, "Most (many, the author, my parents, etc) seem to think X (the "commonplace"), but a closer look reveals Y. It's important to recognize that Y is (just as important, preferable, superior to, different from, etc) X because . . ."
Geoff Layton
________________________________
Date: Sun, 7 Aug 2011 16:46:38 -0700
From: [log in to unmask]
Subject: Re: Holding their interest
To: [log in to unmask]
THis is interesting. Last year, we adopted the They Say/I Say (with readings) text for our revised senior English curriculum. This year we'll be using it again (first semester only). It's hard to assess yet how successful it's been, but so far, it looks like we made a good choice. I'm open to any ideas about using this text that any of you have, and I'd love to share them with the rest of our senior English team.
Thanks,
Paul D.
"If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128).
________________________________
From: Geoffrey Layton <[log in to unmask]>
To: [log in to unmask]
Sent: Sun, August 7, 2011 7:02:58 PM
Subject: Holding their interest
Carol - There are, I think, two ways to look at the problem that I assume you're referring to - student lack of engagement in the basic writing class (or any other writing/comp course for that matter!). Sometimes, as you indicate, the way to approach it is to make the subject matter more "interesting" (although what is interesting to one student may not be to another) - and the way I've seen that addressed is to focus on current events, social issues, and politics (often, of course, they merge into one). Unfortunately, tackling "big subjects" (the environment, racism, the budget crisis, etc) is tough enough for professional writers, and it's routine to see basic writers totally fall to pieces when the subject matter becomes "interesting."
Another problem with this approach is that it pretty much leaves the grammar to take care of itself, often in "mini-lessons" or "grammar in the context in writing" where grammar and mechanical issues are dealt with after the fact. The problem here, it seems, is that grammar and mechanics don't begin to cover the writing problems of freshman basic writers - even if every grammar "error" gets corrected, the writing is still a mess.
The other way to address the problem is to work on the assumption that student interest grows along with their command of the subject matter - in other words, the more they learn about how to write, the more engaged/interested they become in the act of writing. This is the idea behind the book "They say/I say: The moves that matter in academic writing" by Graff and Birkenstein. Although at first it may seem geared to higher level writing class than what you have (the book was written to deal with first-year freshman writing problems at UIC), the approach is still a sound one - to help students gain control over their writing. As Stanley Fish says, "Drill students in the forms that enable meaning . . . What students must learn are the forms; the content will follow."
Geoff Layton
________________________________
Date: Sun, 7 Aug 2011 13:12:00 -0700
From: [log in to unmask]
Subject: Re: 22 Britannia Road
To: [log in to unmask]
I just re-joined the list after a long time away. I'll be teaching basic writing and grammar to freshman community college students. I'd appreciate any suggestions and practical exercises for basic writers to make the subject more interesting for non-enthusiasts!
Carol Morrison
--- On Sun, 8/7/11, Jane Mairs <[log in to unmask]> wrote:
From: Jane Mairs <[log in to unmask]>
Subject: Re: 22 Britannia Road
To: [log in to unmask]
Date: Sunday, August 7, 2011, 3:18 PM
There are too many argumentative and angry exchanges in this listserv and too few productive discussions.
I am leaving.
Jane Mairs
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Brad Johnston
Sent: Sunday, August 07, 2011 9:19 AM
To: [log in to unmask]
Subject: Re: 22 Britannia Road
For those not set for html, color and graphics by whatever name, this will be hard to follow.
.br-had.sun.07aug11.
________________________________
From: Geoffrey Layton <[log in to unmask]>
To: [log in to unmask]
Sent: Sunday, August 7, 2011 12:17 AM
Subject: Re: 22 Britannia Road
Thanks, Brad - now we're getting somewhere! Indeed we are, thanks to you! A thousand welcomes. The next step is to analyze the change in meaning between the two tenses. Holy cow! Where have YOU been for the last dozen years? For example, I'm not sure that it's accurate to say that "there is nothing the word 'had' can do for a past tense verb that the verb cannot do for itself." A past tense verb, G. The motto doesn't say 'a verb', it says a PAST TENSE verb. It seems to me that "had" does something extremely important to the past tense verb in this particular piece of writing as the simple past which one? would put Janusz in a place where the writer doesn't want him. The perfect tense implies that the goodbyes HAD BEEN said before Aurek finds himself in his current situation, Indeed they were, but not 'had been'. Exactly the point. The past tense of 'to be' is 'was' and 'were', not 'had been'. The good-byes were said earlier. Lotsa things happened earlier. All Gaul was divided, Teddy Roosevelt stormed San Juan Hill. Lotsa things. which it seems to me is exactly the position in which the writer wants his character to be.
All past events were preceded by other past events. That's not what the past perfect is for. The past perfect is a specialized device that lets us show that by the time something happened, something else had already happened. If you like ... "By the time Janusz found himself on the train, he had already left home and in doing so, had said his good-byes to his wife." A bit back-handed but this is exactly why the past perfect is not just a convention. It provides a distinct time-sequence separation. Thanks for the push down that road.
Geoff Layton
.br-had.sun.07aug11.
________________________________
Date: Sat, 6 Aug 2011 20:41:41 -0700
From: [log in to unmask] [log in to unmask]>
Subject: 22 Britannia Road
To: [log in to unmask] [log in to unmask]>
Brad and Martha,
Here's a juicy one, from "22 Britannia Road", by Amanda Hodgkinson, c.2011, page 24.
In carriages up and down the train, soldiers were singing and sharing jokes but Janusz stayed silent. He prayed Silvana and Aurek would be safe. He'd said good-bye casually, as if he were just going out to buy a newspaper. He'd told himself it was braver to leave like that. He'd met up with his father a few days before and that had been the old man's advice.
"Don't dwell too long on saying your good-byes. Women always cry and make a fuss. Make it quick. Good-byes are best kept short. Be strong and you'll make a good soldier." His father had looked down then, his hand hovering over Janusz's shoulder. "Just make sure you come back in one piece."
Now Janusz regretted the way he had left. In truth it hadn't been bravery that had made him turn his back so quickly on his wife and child. It had been the hot tears that had pushed at his eyes as he'd brushed Silvana's cheek with a kiss. His father had been wrong. She'd been the brave one, standing there dry-eyed, holding their son tightly in her arms.
Thirteen 'had's in the quote. Once you get on the Had Highway, it's hard to find the exit ramp.
I have an idea. The first 'had' -- where she writes, 'He'd said goodbye casually' -- is a nice example of the Bad Grammar Flashback Convention, which the schools of "creative writing" all teach as the way it should be done. Let's assume the author wrote, as she should have written, "When he left his home, he said goodbye casually", and then take it from there. Disregard that first 'had' and consider the last 12. Apply the past-tense default to each of them and see what you get. What makes sense? What conveys the intent? If the past tense says what it should say, that's the one you want. Don't put 'had' in front of it. "There is nothing the word 'had' can do for a past tense verb that the verb cannot do for itself."
For Geoffrey, here's the way it should have been written:
In carriages up and down the train, soldiers were singing and sharing jokes but Janusz stayed silent. He prayed Silvana and Aurek would be safe. [When he left his home], he said good-bye casually, as if he were just going out to buy a newspaper. He told himself it was braver to leave like that. He met up with his father a few days before and that was the old man's advice.
"Don't dwell too long on saying your good-byes. Women always cry and make a fuss. Make it quick. Good-byes are best kept short. Be strong and you'll make a good soldier." His father looked down then, his hand hovering over Janusz's shoulder. "Just make sure you come back in one piece."
Now Janusz regretted the way he left. In truth it wasn't bravery that made him turn his back so quickly on his wife and child. It was the hot tears that pushed at his eyes as he brushed Silvana's cheek with a kiss. His father was wrong. She was the brave one, standing there dry-eyed, holding their son tightly in her arms.
As you can see, there is nothing the word 'had' can do for a past tense verb that the verb cannot do for itself.**
** Clear statement of position, for Geoffrey's consideration.
.br-had.sat.06aug11.
.
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--_ab797aba-b979-4479-b3ce-919d6d8de275_
Content-Type: text/html; charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
Geoff Layton
Date: Tue, 9 Aug 2011 01:31:15 +0300 From: [log in to unmask]Subject: Re: Holding their interest To: [log in to unmask]
I want to know what it takes to convince a roommate to leave the toilet seat up!
Geoff Layton
Date: Mon, 8 Aug 2011 12:48:14 -0500
From: [log in to unmask]
Subject: Re: Holding their interest
To: [log in to unmask]
Thanks for bringing up the Rogerian argument, Seth! One of the best writing courses I ever took in college was an expository writing class that very well may have used the Wood text. The Rogerian argument works very well in the classroom at many levels. High school students enjoy the structure provided without the rigidity of a formal essay. It can be used for topics as complex as gun control or as humorous as convincing a roommate to leave the toilet seat down. I would encourage secondary teachers to give it a try!
John
On Mon, Aug 8, 2011 at 11:41 AM, Katz, Seth <[log in to unmask]> wrote:
Geoff--
What you describe here sounds a lot like a Rogerian argument, in which the author (A) first explains the position he or she is opposed to (B), without criticism of any sort; the author (A) simply shows that they understand position (B). Then the author (A) offers non-pejorative critique of position (B): 'I see a problem/weakness/issue in position (B) that you (person who holds position [B]) have not addressed.' Then the author (A) offers elements of their own position on the issue that (A) thinks will help strengthen the opposing position (B). Based on the work of psychologist Carl Rogers, this type of argument is a mainstay of mediation: it shows that you are actually listening to the 'other,' treating their point of view as valid and thoughtful; and it presents your own argument not as antagonistic, but as potentially useful in helping the opposition achieve a more effective result (and one that both sides can possible agree to as a fair compromise). The only argumentative writing textbook I know of that has a whole Rogerian assignment is Nancy Wood's Essentials of Argument.
I have a copy of They Say/I Say on my shelf--now I'll have to look at it! Thanks!
Seth
Dr. Seth Katz
Assistant Professor
Department of English
Bradley University
________________________________
From: Assembly for the Teaching of English Grammar on behalf of Geoffrey Layton
Sent: Sun 8/7/2011 10:13 PM
To: [log in to unmask]
Subject: Re: Holding their interest
Paul,
I think the most valuable part of the T/I Say is the "They say" portion because students must be able to identify what they're responding to - and why. In other words, they have to ask (and answer) the question what is it about the text that makes it interesting. I've had a lot of luck teaching "commonplaces" in the context of the following template, "Most (many, the author, my parents, etc) seem to think X (the "commonplace"), but a closer look reveals Y. It's important to recognize that Y is (just as important, preferable, superior to, different from, etc) X because . . ."
Geoff Layton
________________________________
Date: Sun, 7 Aug 2011 16:46:38 -0700
From: [log in to unmask]
Subject: Re: Holding their interest
To: [log in to unmask]
THis is interesting. Last year, we adopted the They Say/I Say (with readings) text for our revised senior English curriculum. This year we'll be using it again (first semester only). It's hard to assess yet how successful it's been, but so far, it looks like we made a good choice. I'm open to any ideas about using this text that any of you have, and I'd love to share them with the rest of our senior English team.
Thanks,
Paul D.
"If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128).
________________________________
From: Geoffrey Layton <[log in to unmask]>
To: [log in to unmask]
Sent: Sun, August 7, 2011 7:02:58 PM
Subject: Holding their interest
Carol - There are, I think, two ways to look at the problem that I assume you're referring to - student lack of engagement in the basic writing class (or any other writing/comp course for that matter!). Sometimes, as you indicate, the way to approach it is to make the subject matter more "interesting" (although what is interesting to one student may not be to another) - and the way I've seen that addressed is to focus on current events, social issues, and politics (often, of course, they merge into one). Unfortunately, tackling "big subjects" (the environment, racism, the budget crisis, etc) is tough enough for professional writers, and it's routine to see basic writers totally fall to pieces when the subject matter becomes "interesting."
Another problem with this approach is that it pretty much leaves the grammar to take care of itself, often in "mini-lessons" or "grammar in the context in writing" where grammar and mechanical issues are dealt with after the fact. The problem here, it seems, is that grammar and mechanics don't begin to cover the writing problems of freshman basic writers - even if every grammar "error" gets corrected, the writing is still a mess.
The other way to address the problem is to work on the assumption that student interest grows along with their command of the subject matter - in other words, the more they learn about how to write, the more engaged/interested they become in the act of writing. This is the idea behind the book "They say/I say: The moves that matter in academic writing" by Graff and Birkenstein. Although at first it may seem geared to higher level writing class than what you have (the book was written to deal with first-year freshman writing problems at UIC), the approach is still a sound one - to help students gain control over their writing. As Stanley Fish says, "Drill students in the forms that enable meaning . . . What students must learn are the forms; the content will follow."
Geoff Layton
________________________________
Date: Sun, 7 Aug 2011 13:12:00 -0700
From: [log in to unmask]
Subject: Re: 22 Britannia Road
To: [log in to unmask]
I just re-joined the list after a long time away. I'll be teaching basic writing and grammar to freshman community college students. I'd appreciate any suggestions and practical exercises for basic writers to make the subject more interesting for non-enthusiasts!
Carol Morrison
--- On Sun, 8/7/11, Jane Mairs <[log in to unmask]> wrote:
From: Jane Mairs <[log in to unmask]>
Subject: Re: 22 Britannia Road
To: [log in to unmask]
Date: Sunday, August 7, 2011, 3:18 PM
There are too many argumentative and angry exchanges in this listserv and too few productive discussions.
I am leaving.
Jane Mairs
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Brad Johnston
Sent: Sunday, August 07, 2011 9:19 AM
To: [log in to unmask]
Subject: Re: 22 Britannia Road
For those not set for html, color and graphics by whatever name, this will be hard to follow.
.br-had.sun.07aug11.
________________________________
From: Geoffrey Layton <[log in to unmask]>
To: [log in to unmask]
Sent: Sunday, August 7, 2011 12:17 AM
Subject: Re: 22 Britannia Road
Thanks, Brad - now we're getting somewhere! Indeed we are, thanks to you! A thousand welcomes. The next step is to analyze the change in meaning between the two tenses. Holy cow! Where have YOU been for the last dozen years? For example, I'm not sure that it's accurate to say that "there is nothing the word 'had' can do for a past tense verb that the verb cannot do for itself." A past tense verb, G. The motto doesn't say 'a verb', it says a PAST TENSE verb. It seems to me that "had" does something extremely important to the past tense verb in this particular piece of writing as the simple past which one? would put <Aurek> Janusz in a place where the writer doesn't want him. The perfect tense implies that the goodbyes HAD BEEN said before Aurek finds himself in his current situation, Indeed they were, but not 'had been'. Exactly the point. The past tense of 'to be' is 'was' and 'were', not 'had been'. The good-byes were said earlier. Lotsa things happened earlier. All Gaul was divided, Teddy Roosevelt stormed San Juan Hill. Lotsa things. which it seems to me is exactly the position in which the writer wants his character to be.
All past events were preceded by other past events. That's not what the past perfect is for. The past perfect is a specialized device that lets us show that by the time something happened, something else had already happened. If you like ... "By the time Janusz found himself on the train, he had already left home and in doing so, had said his good-byes to his wife." A bit back-handed but this is exactly why the past perfect is not just a convention. It provides a distinct time-sequence separation. Thanks for the push down that road.
Geoff Layton
.br-had.sun.07aug11.
________________________________
Date: Sat, 6 Aug 2011 20:41:41 -0700
From: [log in to unmask] <[log in to unmask]" target="_blank">http:[log in to unmask]>
Subject: 22 Britannia Road
To: [log in to unmask] <[log in to unmask]" target="_blank">http:[log in to unmask]>
Brad and Martha,
Here's a juicy one, from "22 Britannia Road", by Amanda Hodgkinson, c.2011, page 24.
In carriages up and down the train, soldiers were singing and sharing jokes but Janusz stayed silent. He prayed Silvana and Aurek would be safe. He'd said good-bye casually, as if he were just going out to buy a newspaper. He'd told himself it was braver to leave like that. He'd met up with his father a few days before and that had been the old man's advice.
"Don't dwell too long on saying your good-byes. Women always cry and make a fuss. Make it quick. Good-byes are best kept short. Be strong and you'll make a good soldier." His father had looked down then, his hand hovering over Janusz's shoulder. "Just make sure you come back in one piece."
Now Janusz regretted the way he had left. In truth it hadn't been bravery that had made him turn his back so quickly on his wife and child. It had been the hot tears that had pushed at his eyes as he'd brushed Silvana's cheek with a kiss. His father had been wrong. She'd been the brave one, standing there dry-eyed, holding their son tightly in her arms.
Thirteen 'had's in the quote. Once you get on the Had Highway, it's hard to find the exit ramp.
I have an idea. The first 'had' -- where she writes, 'He'd said goodbye casually' -- is a nice example of the Bad Grammar Flashback Convention, which the schools of "creative writing" all teach as the way it should be done. Let's assume the author wrote, as she should have written, "When he left his home, he said goodbye casually", and then take it from there. Disregard that first 'had' and consider the last 12. Apply the past-tense default to each of them and see what you get. What makes sense? What conveys the intent? If the past tense says what it should say, that's the one you want. Don't put 'had' in front of it. "There is nothing the word 'had' can do for a past tense verb that the verb cannot do for itself."
For Geoffrey, here's the way it should have been written:
In carriages up and down the train, soldiers were singing and sharing jokes but Janusz stayed silent. He prayed Silvana and Aurek would be safe. [When he left his home], he said good-bye casually, as if he were just going out to buy a newspaper. He told himself it was braver to leave like that. He met up with his father a few days before and that was the old man's advice.
"Don't dwell too long on saying your good-byes. Women always cry and make a fuss. Make it quick. Good-byes are best kept short. Be strong and you'll make a good soldier." His father looked down then, his hand hovering over Janusz's shoulder. "Just make sure you come back in one piece."
Now Janusz regretted the way he left. In truth it wasn't bravery that made him turn his back so quickly on his wife and child. It was the hot tears that pushed at his eyes as he brushed Silvana's cheek with a kiss. His father was wrong. She was the brave one, standing there dry-eyed, holding their son tightly in her arms.
As you can see, there is nothing the word 'had' can do for a past tense verb that the verb cannot do for itself.**
** Clear statement of position, for Geoffrey's consideration.
.br-had.sat.06aug11.
.
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========================================================================Date: Mon, 8 Aug 2011 19:25:30 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
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From: Craig Hancock <[log in to unmask]>
Subject: Re: Holding their interest
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Herb,
I use an assignment year after year as the first assignment for our
prefreshmen students in our opportunity program. I call it "belief or
Value." Students are asked to explain/describe a belief or value and
describe its experiential roots. They are not allowed to argue or
persuade; they simply present a belief or value (we talk about what
that entails) and describe the experiential reasons (in effect, the
history) behind it. There are a number of clear benefits from the
assignment; but the first might be that it is almost always highly
engaging. They are also the experts, so my job as writing teacher is
mainly to be curious.
I will use I Say/ They Say for the second time this fall as part of a
paired class: non-credit writing paired with a three credit writing
class (ALPS model). I like the approach.
I think perspective is much more interesting than argument. So many
public issues can't be solved by one person or one perspective, and we
need people to weigh in from what they know and what they have
experienced. Taking a position or writing an argument tends to
oversimplify and tends to shut down conversation. It also doesn't help
students adjust to the professional disciplines, which require a
collegiality and a healthy self skepticism.
I think there are lots of questions I can ask my students that respect
who they are and where they have come from. For example, many of my
students can write thoughtfully and well about what's it like to grow
up as the child of immigrant parents. Many can write very thoughtfully
about what it takes to survive the kind of neighborhood where very few
students finish high school. They have thoughtful contributions to
make about public issues that are woefully underdiscussed.
One mantra for me: Let the reader know how you know what you know,
both the source and the limits of your authority.
One reason we have problems teaching writing at the college level is
that students come out of high school programs where almost all
attention is on literature: poetry, fiction, drama. My students quite
literally can't tell me the difference between a story and an essay.
I agree. It's an interesting thread.
Grammar, by the way, can be deeply engaging.
Craig >
Thanks to all of you for one of the most interesting and thoughtfully
> argued threads we've had in a while.
>
> I have a question that may be tangential to this topic, or at least a
> narrower focus. I should say first that while I have taught both ESL
> writing and Freshman writing, I am not a writing teacher, and threads like
> this always leave me with a lot of respect for those who perform these
> tasks and perform them well.
>
> When I've taught writing, I've often been encouraged to avoid topics like
> abortion and creationism vs. evolution because it's so difficult for
> student writers to separate themselves from the issues and from the social
> consequences of taking a position. As an example of this, I had dinner
> with my oldest son last night, and we got to talking about a good friend
> of his at work. She is well educated, well read, and has thoughtful views
> on a lot of topics. Evolution came up recently in one of their
> conversations, and her response was, "Oh, I don't believe in evolution.
> The evidence for it is not very strong." My son was surprised at her
> reaction. She comes from a Southern Baptist background but is no longer
> connected to that or any other denomination, so her reasons for rejecting
> evolution, and she confirms this, are not religious. I suggested to him
> that perhaps the reason for her position was a matter of social identity.
> Her family and the community she grew up in are devout and accept the
> biblical creation story literally. Rejecting evolution is a matter of
> family identity. She can become a backslid Baptist, and that's
> lamentable, but for her to accept evolution would be to reject her family.
>
> In a case like this, a position on evolution or creation or abortion is
> not an intellectual stance; it's a matter of cultural and social identity,
> and that makes it very hard to think critically about it. I've found in
> UG classes where we deal with dialectology the notion "social class"
> sometimes gets rejected out of hand as Marxist, and no amount of
> discussion will shake that position. This is also one of those defining
> stances.
>
> Is a writing class the place to get students to question such elements of
> their identity and look at themselves more critically? How does one go
> about this?
>
> Herb
>
> From: Assembly for the Teaching of English Grammar
> [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
> Sent: Monday, August 08, 2011 1:14 PM
> To: [log in to unmask]
> Subject: Re: Holding their interest
>
> Seth -
>
> Thanks for the reference. This thread fits with a project on academic
> discourse that I'm trying to develop. Perhaps one characteristic that
> Graff proposes that might be different from the Rogerian model is his
> insistence that - after all the listening and understanding -
> writers/academics must finally take a position that differs from that of
> their interlocutors/respondents. For example, in his book "Clueless in
> Academe," he offers significant criticism of Deborah Tannen and the views
> she expresses in her book, "The Argument Culture: Moving from Debate to
> Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's
> thesis is the confrontational quality of the book itself. . . Tannen
> enacts the behavior she objects to" (89). Similarly in "They Say," Graff
> advances a method that will enhance the ability of students to argue, not
> diminish it. His "listening and understanding" component, as I understand
> it, is presented not as a way to be non-confrontational but rather as a
> means to make sure that the resulting argument is telling and effective,
> much the same way that he demonstrates his understanding of Tannen's
> position in order to methodically destroy it.
>
> To return to the theme of the thread - "Holding their interest" - perhaps
> this discussion will help hold student interest by showing them that in
> order to develop a powerful argument for their position, they must first
> thoroughly understand the point of view of the person with whom they
> disagree - and, more interestingly, in order to have something interesting
> to say, they must find an area where they do disagree.
>
> Geoff Layton
>
>> Date: Mon, 8 Aug 2011 11:41:33 -0500
>> From: [log in to unmask]
>> Subject: Re: Holding their interest
>> To: [log in to unmask]
>>
>> Geoff--
>>
>> What you describe here sounds a lot like a Rogerian argument, in which
>> the author (A) first explains the position he or she is opposed to (B),
>> without criticism of any sort; the author (A) simply shows that they
>> understand position (B). Then the author (A) offers non-pejorative
>> critique of position (B): 'I see a problem/weakness/issue in position
>> (B) that you (person who holds position [B]) have not addressed.' Then
>> the author (A) offers elements of their own position on the issue that
>> (A) thinks will help strengthen the opposing position (B). Based on the
>> work of psychologist Carl Rogers, this type of argument is a mainstay of
>> mediation: it shows that you are actually listening to the 'other,'
>> treating their point of view as valid and thoughtful; and it presents
>> your own argument not as antagonistic, but as potentially useful in
>> helping the opposition achieve a more effective result (and one that
>> both sides can possible agree to as a fair compromise). The only
>> argumentative writing textbook I know of that has a whole Rogerian
>> assignment is Nancy Wood's Essentials of Argument.
>>
>> I have a copy of They Say/I Say on my shelf--now I'll have to look at
>> it! Thanks!
>>
>> Seth
>>
>> Dr. Seth Katz
>> Assistant Professor
>> Department of English
>> Bradley University
>>
>> ________________________________
>>
>> From: Assembly for the Teaching of English Grammar on behalf of Geoffrey
>> Layton
>> Sent: Sun 8/7/2011 10:13 PM
>> To: [log in to unmask]
>> Subject: Re: Holding their interest
>>
>>
>> Paul,
>>
>> I think the most valuable part of the T/I Say is the "They say" portion
>> because students must be able to identify what they're responding to -
>> and why. In other words, they have to ask (and answer) the question what
>> is it about the text that makes it interesting. I've had a lot of luck
>> teaching "commonplaces" in the context of the following template, "Most
>> (many, the author, my parents, etc) seem to think X (the "commonplace"),
>> but a closer look reveals Y. It's important to recognize that Y is (just
>> as important, preferable, superior to, different from, etc) X because .
>> . ."
>>
>> Geoff Layton
>>
>>
>> ________________________________
>>
>> Date: Sun, 7 Aug 2011 16:46:38 -0700
>> From: [log in to unmask]
>> Subject: Re: Holding To join or leave this LISTSERV list, please visit
>> the list's web interface at:
>> http://listserv.muohio.edu/archives/ateg.html and select "Join or leave
>> the list"
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>
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========================================================================Date: Mon, 8 Aug 2011 16:27:07 -0700
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Carol Morrison <[log in to unmask]>
Subject: Re: Holding their interest
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Mark: I agree that thinking critically is important and people should be able to express their views. There are plenty of forums for students to do that in Critical Reading and Writing classes, Critical Theory, Literary Analysis, and so forth. I just think that for the Basic Writer this is a lot to take on and they need the basics first, the forms and format of writing that Geoff talked about with Stanley Fish, who by the way, I am most anxious to read. Students have to be able to master the sentence and paragraph and even a short essay, I believe, before they can venture into the complexities of argument and debate. Often times in my writing classes, I have found students who can express themselves very well orally, but this doesnât translate into their writing. Of course it is interesting to debate hot topics, but the goal for me in my basic writing classes is to enable students to write clear and concise prose that are grammatically sound for the
most part. AhemâĤâGood Housekeeping Seal of Approvalâ? Those topics arenât that bad. I remember back when we had to give a Diagnostic essay the first day for COMP 101 and lots of students were eager to write about their summer vacations. Many interesting things can come up with topics which at face value may seem trivial.Carol
--- On Mon, 8/8/11, M C Johnstone <[log in to unmask]> wrote:
From: M C Johnstone <[log in to unmask]>
Subject: Re: Holding their interest
To: [log in to unmask]
Date: Monday, August 8, 2011, 6:56 PM
This is a fascinating discussion. It began with a question about engaging students, then observations that when students are engaged in a topic or argument, all hell breaks loose and the "pedagogical objectives" are lost, and now returns to advice to stick to innocuous topics, which are unlikely to engaging anyone and so, presumably, not threaten the pre-determined outcomes, which no student would likely be capable of identifying within several days of the exam, either side, anyway.
Â
I teach EFL composition in Saudi Arabia. EFL abounds with mind-numbing topics. What I see in this is a choice, usually made by the teacher, to focus on outcomes or to focus on students and their education. I would much rather deal with controversial topics - and in my experience, so would students - than with those bearing the Good Housekeeping Seal of Approval.
Â
Evolution is one of those topics that are deemed to be too hot to poke. Muslim get about as het up over this as do some of the more fundamentalist varieties of Christians. Paranoia over this is so intense here that our biology department avoids all mention of it. Since they don't talk about it in biology, we can talk about it in English.
Â
I agree with Herb that there are socially determined positions; positions from which it is difficult for students to disengage themselves. However, I also think that it is important that people learn to examine their own views critically and then become able to advocate those views from a position of knowledge rather than from a position of fear. This, rather than sterile mastery of forms, is what education must be about.
Â
If thinking critically is a liberating act, and if this liberation is the primary reason for promoting thought as a skill, then we really ought to start with topics that matter to people. These socially determined positions seem to me to be an ideal place to start.
Â
Mark
Â
Â
Â
On Mon, 08 Aug 2011 15:25 -0700, "Carol Morrison" <[log in to unmask]> wrote:
"In a case like this, a position on evolution or creation or abortion is not an intellectual stance; itâs a matter of cultural and social identity, and that makes it very hard to think critically about it. Iâve found in UG classes where we deal with dialectology the notion âsocial classâ sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances.
Â
Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?"
I agree Herb, from my past experience teaching COMP 101, which featured an argument paper, that it is difficult for students to reason intellectually when they are emotionally charged from controversial topics such as religion or gay marriage. I think for them to engage in a more civil discourse, and one stemming from reason and analysis rather than emotion, the point of departure needs to be different. I particularly liked what Geoff said about âcommonplacesâ and I thought of introducing more innocuous topics for the freshman to write about such as their experiences in the dining hall or bookstore; âfirst dayâ experiences, and so forth. Since I have returned to the same community college after two years of absence, the âargumentâ paper has now changed to a mini-research paper. Iâll be teaching (2) basic writing classes which consist of basic grammar instruction and sentence and paragraph writing, and then one section of COMP 101. Â There
is so much I can do during class time; Â the question for me now as I write my syllabi is what!
Carol Morrison
--- On Mon, 8/8/11, STAHLKE, HERBERT F <[log in to unmask]> wrote:
From: STAHLKE, HERBERT F <[log in to unmask]>
Subject: Re: Holding their interest
To: [log in to unmask]
Date: Monday, August 8, 2011, 4:37 PM
Thanks to all of you for one of the most interesting and thoughtfully argued threads weâve had in a while.
Â
I have a question that may be tangential to this topic, or at least a narrower focus. I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well.
Â
When Iâve taught writing, Iâve often been encouraged to avoid topics like abortion and creationism vs. evolution because itâs so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position. As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work. She is well educated, well read, and has thoughtful views on a lot of topics. Evolution came up recently in one of their conversations, and her response was, âOh, I donât believe in evolution. The evidence for it is not very strong.â My son was surprised at her reaction. She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious. I suggested to him that perhaps the reason for her position was a matter of social identity. Her
family and the community she grew up in are devout and accept the biblical creation story literally. Rejecting evolution is a matter of family identity. She can become a backslid Baptist, and thatâs lamentable, but for her to accept evolution would be to reject her family.
Â
In a case like this, a position on evolution or creation or abortion is not an intellectual stance; itâs a matter of cultural and social identity, and that makes it very hard to think critically about it. Iâve found in UG classes where we deal with dialectology the notion âsocial classâ sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances.
Â
Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?
Â
Herb
Â
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Monday, August 08, 2011 1:14 PM
To: [log in to unmask]
Subject: Re: Holding their interest
Â
Seth -
Â
Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding - writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances a method that will enhance the ability of students to argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way
to be non-confrontational but rather as a means to make sure that the resulting argument is telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it.
Â
To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree.
Geoff Layton
Â
> Date: Mon, 8 Aug 2011 11:41:33 -0500
> From: [log in to unmask]
> Subject: Re: Holding their interest
> To: [log in to unmask]
>
> Geoff--
>
> What you describe here sounds a lot like a Rogerian argument, in which the author (A) first explains the position he or she is opposed to (B), without criticism of any sort; the author (A) simply shows that they understand position (B). Then the author (A) offers non-pejorative critique of position (B): 'I see a problem/weakness/issue in position (B) that you (person who holds position [B]) have not addressed.' Then the author (A) offers elements of their own position on the issue that (A) thinks will help strengthen the opposing position (B). Based on the work of psychologist Carl Rogers, this type of argument is a mainstay of mediation: it shows that you are actually listening to the 'other,' treating their point of view as valid and thoughtful; and it presents your own argument not as antagonistic, but as potentially useful in helping the opposition achieve a more effective result (and one that both sides can possible agree to as a fair compromise).
The only argumentative writing textbook I know of that has a whole Rogerian assignment is Nancy Wood's Essentials of Argument.
>
> I have a copy of They Say/I Say on my shelf--now I'll have to look at it! Thanks!
>
> Seth
>
> Dr. Seth Katz
> Assistant Professor
> Department of English
> Bradley University
>
> ________________________________
>
> From: Assembly for the Teaching of English Grammar on behalf of GeoffreTo join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
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Â
Â
Â
Â
Â
Â
Â
Â
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Mark: I agree that thinking critically is important and people should be able to express their views. There are plenty of forums for students to do that in Critical Reading and Writing classes, Critical Theory, Literary Analysis, and so forth. I just think that for the Basic Writer this is a lot to take on and they need the basics first, the forms and format of writing that Geoff talked about with Stanley Fish, who by the way, I am most anxious to read. Students have to be able to master the sentence and paragraph and even a short essay, I believe, before they can venture into the complexities of argument and debate. Often times in my writing classes, I have found students who can express themselves very well orally, but this doesnât translate
into their writing. Of course it is interesting to debate hot topics, but the goal for me in my basic writing classes is to enable students to write clear and concise prose that are grammatically sound for the most part. AhemâĤâGood Housekeeping Seal of Approvalâ? Those topics arenât that bad. I remember back when we had to give a Diagnostic essay the first day for COMP 101 and lots of students were eager to write about their summer vacations. Many interesting things can come up with topics which at face value may seem trivial.Carol
--- On Mon, 8/8/11, M C Johnstone <[log in to unmask]> wrote:
From: M C Johnstone <[log in to unmask]> Subject: Re: Holding their interest To: [log in to unmask] Date: Monday, August 8, 2011, 6:56 PM
This is a fascinating discussion. It began with a question about engaging students, then observations that when students are engaged in a topic or argument, all hell breaks loose and the "pedagogical objectives" are lost, and now returns to advice to stick to innocuous topics, which are unlikely to engaging anyone and so, presumably, not threaten the pre-determined outcomes, which no student would likely be capable of identifying within several days of the exam, either side, anyway.
I teach EFL composition in Saudi Arabia. EFL abounds with mind-numbing topics. What I see in this is a choice, usually made by the teacher, to focus on outcomes or to focus on students and their education. I would much rather deal with controversial topics - and in my experience, so would students - than with those bearing the Good Housekeeping Seal of Approval.
Evolution is one of those topics that are deemed to be too hot to poke. Muslim get about as het up over this as do some of the more fundamentalist varieties of Christians. Paranoia over this is so intense here that our biology department avoids all mention of it. Since they don't talk about it in biology, we can talk about it in English.
I agree with Herb that there are socially determined positions; positions from which it is difficult for students to disengage themselves. However, I also think that it is important that people learn to examine their own views critically and then become able to advocate those views from a position of knowledge rather than from a position of fear. This, rather than sterile mastery of forms, is what education must be about.
If thinking critically is a liberating act, and if this liberation is the primary reason for promoting thought as a skill, then we really ought to start with topics that matter to people. These socially determined positions seem to me to be an ideal place to start.
Mark
"In a case like this, a position on evolution or creation or abortion is not an intellectual stance; itâs a matter of cultural and social identity, and that makes it very hard to think critically about it. Iâve found in UG classes where we deal with dialectology the notion âsocial classâ sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances.
Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?"
I agree Herb, from my past experience teaching COMP 101, which featured an argument paper, that it is difficult for students to reason intellectually when they are emotionally charged from controversial topics such as religion or gay marriage. I think for them to engage in a more civil discourse, and one stemming from reason and analysis rather than emotion, the point of departure needs to be different. I particularly liked what Geoff said about âcommonplacesâ and I thought of introducing more innocuous topics for the freshman to write about such as their experiences in the dining hall or bookstore; âfirst dayâ experiences, and so forth. Since I have returned to the same community college after two years of absence, the âargumentâ paper has now changed to a mini-research paper. Iâll be
teaching (2) basic writing classes which consist of basic grammar instruction and sentence and paragraph writing, and then one section of COMP 101. There is so much I can do during class time; the question for me now as I write my syllabi is what!
Carol Morrison
From: STAHLKE, HERBERT F <[log in to unmask]> Subject: Re: Holding their interest To: [log in to unmask] Date: Monday, August 8, 2011, 4:37 PM
Thanks to all of you for one of the most interesting and thoughtfully argued threads weâve had in a while.
I have a question that may be tangential to this topic, or at least a narrower focus. I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well.
When Iâve taught writing, Iâve often been encouraged to avoid topics like abortion and creationism vs. evolution because itâs so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position. As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work. She is well educated, well read, and has thoughtful views on a lot of topics. Evolution came up recently in one of their conversations, and her response was, âOh, I donât believe in evolution. The evidence for it is not very strong.â My son was surprised at her reaction. She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting
evolution, and she confirms this, are not religious. I suggested to him that perhaps the reason for her position was a matter of social identity. Her family and the community she grew up in are devout and accept the biblical creation story literally. Rejecting evolution is a matter of family identity. She can become a backslid Baptist, and thatâs lamentable, but for her to accept evolution would be to reject her family.
In a case like this, a position on evolution or creation or abortion is not an intellectual stance; itâs a matter of cultural and social identity, and that makes it very hard to think critically about it. Iâve found in UG classes where we deal with dialectology the notion âsocial classâ sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances.
Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?
Herb
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Monday, August 08, 2011 1:14 PM To: [log in to unmask] Subject: Re: Holding their interest
Seth - Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding - writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances a method that will
enhance the ability of students to argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way to be non-confrontational but rather as a means to make sure that the resulting argument is telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it. To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree.
Geoff Layton
> Date: Mon, 8 Aug 2011 11:41:33 -0500 > From:
Visit ATEG's web site at http://ateg.org/
========================================================================Date: Mon, 8 Aug 2011 16:51:40 -0700
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: "Paul E. Doniger" <[log in to unmask]>
Subject: Re: Holding their interest
In-Reply-To: <[log in to unmask]>
MIME-Version: 1.0
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Graff does give the student the opportunity to argue aga
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Geoff, et al,
Graff does give the student the opportunity to argue against something after
paying close attention to it, but he also offers the opportunity to agree with
it or develop it. THere are numerous "Agreement templates" in the text,
including the option of a partial agreement.
I might add that Graff does not appear to me to be very successful in trying to
hide what looks like a conservative bias in his thinking and his choice of
texts, although he does try to be balanced. I find it curious, but not
surprising, that he finds himself on the opposite side of Deborah Tannen.
Paul D.
"If this were play'd upon a stage now, I could condemn it as an improbable
fiction" (_Twelfth Night_ 3.4.127-128).
________________________________
From: Geoffrey Layton <[log in to unmask]>
To: [log in to unmask]
Sent: Mon, August 8, 2011 1:14:23 PM
Subject: Re: Holding their interest
Seth -
Thanks for the reference. This thread fits with a project on academic discourse
that I'm trying to develop. Perhaps one characteristic that Graff proposes
that might be different from the Rogerian model is his insistence that - after
all the listening and understanding - writers/academics must finally take a
position that differs from that of their interlocutors/respondents. For example,
in his book "Clueless in Academe," he offers significant criticism of Deborah
Tannen and the views she expresses in her book, "The Argument Culture: Moving
from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of
Tannen's thesis is the confrontational quality of the book itself. . . Tannen
enacts the behavior she objects to" (89). Similarly in "They Say," Graff
advances a method that will enhance the ability of students to argue, not
diminish it. His "listening and understanding" component, as I understand it, is
presented not as a way to be non-confrontational but rather as a means to make
sure that the resulting argument is telling and effective, much the same way
that he demonstrates his understanding of Tannen's position in order
to methodically destroy it.
To return to the theme of the thread - "Holding their interest" - perhaps this
discussion will help hold student interest by showing them that in order
to develop a powerful argument for their position, they must first thoroughly
understand the point of view of the person with whom they disagree - and, more
interestingly, in order to have something interesting to say, they must find an
area where they do disagree.
Geoff Layton
> Date: Mon, 8 Aug 2011 11:41:33 -0500
> From: [log in to unmask]
> Subject: Re: Holding their interest
> To: [log in to unmask]
>
> Geoff--
>
> What you describe here sounds a lot like a Rogerian argument, in which the
>author (A) first explains the position he or she is opposed to (B), without
>criticism of any sort; the author (A) simply shows that they understand position
>(B). Then the author (A) offers non-pejorative critique of position (B): 'I see
>a problem/weakness/issue in position (B) that you (person who holds position
>[B]) have not addressed.' Then the author (A) offers elements of their own
>position on the issue that (A) thinks will help strengthen the opposing position
>(B). Based on the work of psychologist Carl Rogers, this type of argument is a
>mainstay of mediation: it shows that you are actually listening to the 'other,'
>treating their point of view as valid and thoughtful; and it presents your own
>argument not as antagonistic, but as potentially useful in helping the
>opposition achieve a more effective result (and one that both sides can possible
>agree to as a fair compromise). The only argumentative writing textbook I know
>of that has a whole Rogerian assignment is Nancy Wood's Essentials of Argument.
>
> I have a copy of They Say/I Say on my shelf--now I'll have to look at it!
>Thanks!
>
> Seth
>
> Dr. Seth Katz
> Assistant Professor
> Department of English
> Bradley University
>
> ________________________________
>
> From: Assembly for the Teaching of English Grammar on behalf of Geoffrey
Layton
> Sent: Sun 8/7/2011 10:13 PM
> To: [log in to unmask]
> Subject: Re: Holding their interest
>
>
> Paul,
>
> I think the most valuable part of the T/I Say is the "They say" portion because
>students must be able to identify what they're responding to - and why. In other
>words, they have to ask (and answer) the question what is it about the text that
>makes it interesting. I've had a lot of luck teaching "commonplaces" in the
>context of the following template, "Most (many, the author, my parents, etc)
>seem to think X (the "commonplace"), but a closer look reveals Y. It's important
>to recognize that Y is (just as important, preferable, superior to, different
>from, etc) X because . . ."
>
>
> Geoff Layton
>
>
> ________________________________
>
> Date: Sun, 7 Aug 2011 16:46:38 -0700
> From: [log in to unmask]
> Subject: Re: Holding To join or leave this LISTSERV list, please visit the
>list's web interface at: http://listserv.muohio.edu/archives/ateg.html and
>select "Join or leave the list"
>
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
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Geoff, et al,
Graff does give the student the opportunity to argue against something after paying close attention to it, but he also offers the opportunity to agree with it or develop it. THere are numerous "Agreement templates" in the text, including the option of a partial agreement.
I might add that Graff does not appear to me to be very successful in trying to hide what looks like a conservative bias in his thinking and his choice of texts, although he does try to be balanced. I find it curious, but not surprising, that he finds himself on the opposite side of Deborah Tannen.
Paul D. "If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128).
From: Geoffrey Layton <[log in to unmask]> To: [log in to unmask] Sent: Mon, August 8, 2011 1:14:23 PM Subject: Re: Holding their interest
Seth - Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding - writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances a method that will enhance the ability of students to argue, not diminish it. His "listening and understanding"
component, as I understand it, is presented not as a way to be non-confrontational but rather as a means to make sure that the resulting argument is telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it. To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree. Geoff Layton
> Date: Mon, 8 Aug 2011 11:41:33 -0500 > From: [log in to unmask]> Subject: RTo join or leave this LISTSERV list, please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
========================================================================Date: Mon, 8 Aug 2011 17:10:16 -0700
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: "Paul E. Doniger" <[log in to unmask]>
Subject: Re: Holding their interest
In-Reply-To: <[log in to unmask]>
MIME-Version: 1.0
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I think that one of the advantages of the They Say/I Say
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Herb & Geoff,
I think that one of the advantages of the They Say/I Say text is that it opens
an opportunity to have students investigate issues before they take a position.
Of course, all that depends upon how we actually use the text in the classroom.Â
I like your idea of having the students explain the history of an argument or
issue and not express an opinion. Craig's mantra (on another recent e-mail) is
profoundly logical. However, it seems to me that eventually, they need to
examine the arguments & histories of issues and think about/examine where they
stand. Hopefully, they will think before they leap.
Question for those of you who use the text: Do you use the basic text only or
the text that includes readings on various issues?
Paul D.
 "If this were play'd upon a stage now, I could condemn it as an improbable
fiction" (_Twelfth Night_ 3.4.127-128).
________________________________
From: Geoffrey Layton <[log in to unmask]>
To: [log in to unmask]
Sent: Mon, August 8, 2011 4:57:24 PM
Subject: Re: Holding their interest
Herb -
Â
Your comments are not at all tangential. They get straight to the heart of what
I consider to be an essential debate about the role of argument in the freshman
comp (or any comp) classroom - the "great arguments" - abortion, evolution, gay
marriage, gun control, wars in every age and era (but particularly Iraq,
Afghanistan and Vietnam along with Palistine and the entire Middle
East), torture - all of these and more are indeed, what evoke (and
provoke!)Â student interest. But they are also what cause chaos in the classroom
(or, as you mention, the dinner table).
Â
The only way I've been able to deal with this problem - allowing students full
participation in debating these issues (in the context of their writing
assignments and class discussion)Â while keeping the lid on the chaos - is to
follow the path that Stanley Fish lays out in his excellent book "Save the World
on Your Own Time." His injunction is quite simple - nobody, including the
teacher, can take a personal position. The pedagogy is designed to show students
how people argue and why the arguments are effective, not taking a position and
defending it.
Â
In practical terms, the phrase I've found that pays is one that I picked up from
Ralph Cintron, a remarkable rhetorician at UIC - "What must be in place for . .
. ?" So applied to the issue of evolution, the question becomes "What must be in
place for someone to reject evolution?" Put this way, I think that putting the
people who reject evolution as simple-minded Bible-thumpers or emotionally
dependent children is a bit too severe as this devolves into ad hominem
reasoning.
Geoff Layton
Â
________________________________
Date: Mon, 8 Aug 2011 16:37:09 -0400
From: [log in to unmask]
Subject: Re: Holding their interest
To: [log in to unmask]
Thanks to all of you for one of the most interesting and thoughtfully argued
threads weâve had in a while.
Â
I have a question that may be tangential to this topic, or at least a narrower
focus. I should say first that while I have taught both ESL writing and
Freshman writing, I am not a writing teacher, and threads like this always leave
me with a lot of respect for those who perform these tasks and perform them
well.
Â
When Iâve taught writing, Iâve often been encouraged to avoid topics like
abortion and creationism vs. evolution because itâs so difficult for student
writers to separate themselves from the issues and from the social consequences
of taking a position. As an example of this, I had dinner with my oldest son
last night, and we got to talking about a good friend of his at work. She is
well educated, well read, and has thoughtful views on a lot of topics.Â
Evolution came up recently in one of their conversations, and her response was,
âOh, I donât believe in evolution. The evidence for it is not very strong.â My
son was surprised at her reaction. She comes from a Southern Baptist background
but is no longer connected to that or any other denomination, so her reasons for
rejecting evolution, and she confirms this, are not religious. I suggested to
him that perhaps the reason for her position was a matter of social identity.Â
Her family and the community she grew up in are devout and accept the biblical
creation story literally. Rejecting evolution is a matter of family identity.Â
She can become a backslid Baptist, and thatâs lamentable, but for her to accept
evolution would be to reject her family.
Â
In a case like this, a position on evolution or creation or abortion is not an
intellectual stance; itâs a matter of cultural and social identity, and that
makes it very hard to think critically about it. Iâve found in UG classes where
we deal with dialectology the notion âsocial classâ sometimes gets rejected out
of hand as Marxist, and no amount of discussion will shake that position. This
is also one of those defining stances.
Â
Is a writing class the place to get students to question such elements of their
identity and look at themselves more critically? How does one go about this?
Â
Herb
Â
From:Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Monday, August 08, 2011 1:14 PM
To: [log in to unmask]
Subject: Re: Holding their interest
Â
Seth -
Â
Thanks for the reference. This thread fits with a project on academic discourse
that I'm trying to develop. Perhaps one characteristic that Graff proposes
that might be different from the Rogerian model is his insistence that - after
all the listening and understanding - writers/academics must finally take a
position that differs from that of their interlocutors/respondents. For example,
in his book "Clueless in Academe," he offers significant criticism of Deborah
Tannen and the views she expresses in her book, "The Argument Culture: Moving
from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of
Tannen's thesis is the confrontational quality of the book itself. . . Tannen
enacts the behavior she objects to" (89). Similarly in "They Say," Graff
advances a method that will enhance the ability of students to argue, not
diminish it. His "listening and understanding" component, as I understand it, is
presented not as a way to be non-confrontational but rather as a means to make
sure that the resulting argument is telling and effective, much the same way
that he demonstrates his understanding of Tannen's position in order
to methodically destroy it.
Â
To return to the theme of the thread - "Holding their interest" - perhaps this
discussion will help hold student interest by showing them that in order
to develop a powerful argument for their position, they must first thoroughly
understand the point of view of the person with whom they disagree - and, more
interestingly, in order to have something interesting to say, they must find an
area where they do disagree.
Geoff Layton
Â
> Date: Mon, 8 Aug 2011 11:41:33 -0500
> From: [log in to unmask]
> Subject: Re: Holding their interest
> To: [log in to unmask]
>
> Geoff--
>
> What you describe here sounds a lot like a Rogerian argument, in which the
>author (A) first explains the position he or she is opposed to (B), without
>criticism of any sort; the author (A) simply shows that they understand position
>(B). Then the author (A) offers non-pejorative critique of position (B): 'I see
>a problem/weakness/issue in position (B) that you (person who holds position
>[B]) have not addressed.' Then the author (A) offers elements of their own
>position on the issue that (A) thinks will help strengthen the opposing position
>(B). Based on the work of psychologist Carl Rogers, this type of argument is a
>mainstay of mediation: it shows that you are actually listening to the 'other,'
>treating their point of view as valid and thoughtful; and it presents your own
>argument not as antagonistic, but as potentially useful in helping the
>opposition achieve a more effective result (and one that both sides can possible
>agree to as a fair compromise). The only argumentative writing textbook I know
>of that has a whole Rogerian assignment is Nancy Wood's Essentials of Argument.
>
> I have a copy of They Say/I Say on my shelf--now I'll have to look at it!
>Thanks!
>
> Seth
>
> Dr. Seth Katz
> Assistant Professor
> Department of English
> Bradley University
>
> ________________________________
>
> From: Assembly for the Teaching of English Grammar on behalf of Geoffrey
Layton
> Sent: Sun 8/7/2011 10:13 PM
> To: [log in to unmask]
> Subject: Re: Holding their interest
>
>
> Paul,
>
> I think the most valuable part of the T/I Say is the "They say" portion because
>students must be able to identify what they're responding to - and why. In other
>words, they have to ask (and answer) the question what is it about the text that
>makes it interesting. I've had a lot of luck teaching "commonplaces" in the
>context of the following template, "Most (many, the author, my parents, etc)
>seem to think X (the "commonplace"), but a closer look reveals Y. It's important
>to recognize that Y is (just as important, preferable, superior to, different
>from, etc) X because . . ."
>
>
> Geoff Layton
>
>
> ________________________________
>
> Date: Sun, 7 Aug 2011 16:46:38 -0700
> From: [log in to unmask]
> Subject: Re: Holding To join or leave this LISTSERV list, please visit the
>list's web interface at: http://listserv.muohio.edu/archives/ateg.html and
>select "Join or leave the list"
>
Visit ATEG's web site at http://ateg.org/To join or leave this LISTSERV list,
please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the
list" Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at:
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list"
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
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Content-Transfer-Encoding: quoted-printable
Herb & Geoff,
I think that one of the advantages of the They Say/I Say text is that it opens an opportunity to have students investigate issues before they take a position. Of course, all that depends upon how we actually use the text in the classroom. I like your idea of having the students explain the history of an argument or issue and not express an opinion. Craig's mantra (on another recent e-mail) is profoundly logical. However, it seems to me that eventually, they need to examine the arguments & histories of issues and think about/examine where they stand. Hopefully, they will think before they leap.
Question for those of you who use the text: Do you use the basic text only or the text that includes readings on various issues?
Paul D. "If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128).
From: Geoffrey Layton <[log in to unmask]> To: [log in to unmask] Sent: Mon, August 8, 2011 4:57:24 PM Subject: Re: Holding their interest
Herb - Your comments are not at all tangential. They get straight to the heart of what I consider to be an essential debate about the role of argument in the freshman comp (or any comp) classroom - the "great arguments" - abortion, evolution, gay marriage, gun control, wars in every age and era (but particularly Iraq, Afghanistan and Vietnam along with Palistine and the entire Middle East), torture - all of these and more are indeed, what evoke (and provoke!) student interest. But they are also what cause chaos in the classroom (or, as you mention, the dinner table). The only way I've been able to deal with this problem - allowing students full participation in debating these issues (in the context of their writing assignments and class discussion) while keeping the lid on the chaos - is to follow the path that Stanley Fish lays out in his excellent book "Save
the World on Your Own Time." His injunction is quite simple - nobody, including the teacher, can take a personal position. The pedagogy is designed to show students how people argue and why the arguments are effective, not taking a position and defending it. In practical terms, the phrase I've found that pays is one that I picked up from Ralph Cintron, a remarkable rhetorician at UIC - "What must be in place for . . . ?" So applied to the issue of evolution, the question becomes "What must be in place for someone to reject evolution?" Put this way, I think that putting the people who reject evolution as simple-minded Bible-thumpers or emotionally dependent children is a bit too severe as this devolves into ad hominem reasoning. Geoff Layton
Date: Mon, 8 Aug 2011 16:37:09 -0400 From: [log in to unmask]Subject: Re: Holding their interest To: [log in to unmask]
Thanks to all of you for one of the most interesting and thoughtfully argued threads weâve had in a while.
I have a question that may be tangential to this topic, or at least a narrower focus. I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well.
When Iâve taught writing, Iâve often been encouraged to avoid topics like abortion and creationism vs. evolution because itâs so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position. As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work. She is well educated, well read, and has thoughtful views on a lot of topics. Evolution came up recently in one of their conversations, and her response was, âOh, I donât believe in evolution. The evidence for it is not very strong.â My son was surprised at her reaction. She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms
this, are not religious. I suggested to him that perhaps the reason for her position was a matter of social identity. Her family and the community she grew up in are devout and accept the biblical creation story literally. Rejecting evolution is a matter of family identity. She can become a backslid Baptist, and thatâs lamentable, but for her to accept evolution would be to reject her family.
In a case like this, a position on evolution or creation or abortion is not an intellectual stance; itâs a matter of cultural and social identity, and that makes it very hard to think critically about it. Iâve found in UG classes where we deal with dialectology the notion âsocial classâ sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances.
Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?
Herb
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Monday, August 08, 2011 1:14 PM To: [log in to unmask] Subject: Re: Holding their interest
Seth - Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding - writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances a method that will enhance the ability of students to
argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way to be non-confrontational but rather as a means to make sure that the resulting argument is telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it. To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree.
Geoff Layton
> Date: Mon, 8 Aug 2011 11:41:33 -0500 > From:
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This has been a great discussion - but there's one little thing missing - GRAMMAR! My guess is that as soon as Mike Rose's "Goddess Grammatica" pokes her head in the classroom door (I always picture her as Elmira Gulch/Wicked Witch of the West/Dorothy Hamilton in Oz), all of the "children" (don't all students turn into fearful little children at the thought of having to deal with grammar?) run away terrified. How do we bring grammar into this discussion without "losing them"?
Geoff Layton
Date: Mon, 8 Aug 2011 17:10:16 -0700
From: [log in to unmask]
Subject: Re: Holding their interest
To: [log in to unmask]
Herb & Geoff,
I think that one of the advantages of the They Say/I Say text is that it opens an opportunity to have students investigate issues before they take a position. Of course, all that depends upon how we actually use the text in the classroom. I like your idea of having the students explain the history of an argument or issue and not express an opinion. Craig's mantra (on another recent e-mail) is profoundly logical. However, it seems to me that eventually, they need to examine the arguments & histories of issues and think about/examine where they stand. Hopefully, they will think before they leap.
Question for those of you who use the text: Do you use the basic text only or the text that includes readings on various issues?
Paul D.
"If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128).
From: Geoffrey Layton <[log in to unmask]>
To: [log in to unmask]
Sent: Mon, August 8, 2011 4:57:24 PM
Subject: Re: Holding their interest
Herb -
Your comments are not at all tangential. They get straight to the heart of what I consider to be an essential debate about the role of argument in the freshman comp (or any comp) classroom - the "great arguments" - abortion, evolution, gay marriage, gun control, wars in every age and era (but particularly Iraq, Afghanistan and Vietnam along with Palistine and the entire Middle East), torture - all of these and more are indeed, what evoke (and provoke!) student interest. But they are also what cause chaos in the classroom (or, as you mention, the dinner table).
The only way I've been able to deal with this problem - allowing students full participation in debating these issues (in the context of their writing assignments and class discussion) while keeping the lid on the chaos - is to follow the path that Stanley Fish lays out in his excellent book "Save
the World on Your Own Time." His injunction is quite simple - nobody, including the teacher, can take a personal position. The pedagogy is designed to show students how people argue and why the arguments are effective, not taking a position and defending it.
In practical terms, the phrase I've found that pays is one that I picked up from Ralph Cintron, a remarkable rhetorician at UIC - "What must be in place for . . . ?" So applied to the issue of evolution, the question becomes "What must be in place for someone to reject evolution?" Put this way, I think that putting the people who reject evolution as simple-minded Bible-thumpers or emotionally dependent children is a bit too severe as this devolves into ad hominem reasoning.
Geoff Layton
Date: Mon, 8 Aug 2011 16:37:09 -0400
From: [log in to unmask]
Subject: Re: Holding their interest
To: [log in to unmask]
Thanks to all of you for one of the most interesting and thoughtfully argued threads weve had in a while.
I have a question that may be tangential to this topic, or at least a narrower focus. I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well.
When Ive taught writing, Ive often been encouraged to avoid topics like abortion and creationism vs. evolution because its so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position. As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work. She is well educated, well read, and has thoughtful views on a lot of topics. Evolution came up recently in one of their conversations, and her response was, Oh, I dont believe in evolution. The evidence for it is not very strong. My son was surprised at her reaction. She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms
this, are not religious. I suggested to him that perhaps the reason for her position was a matter of social identity. Her family and the community she grew up in are devout and accept the biblical creation story literally. Rejecting evolution is a matter of family identity. She can become a backslid Baptist, and thats lamentable, but for her to accept evolution would be to reject her family.
In a case like this, a position on evolution or creation or abortion is not an intellectual stance; its a matter of cultural and social identity, and that makes it very hard to think critically about it. Ive found in UG classes where we deal with dialectology the notion social class sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances.
Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?
Herb
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Monday, August 08, 2011 1:14 PM
To: [log in to unmask]
Subject: Re: Holding their interest
Seth -
Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding - writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances a method that will enhance the ability of students to
argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way to be non-confrontational but rather as a means to make sure that the resulting argument is telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it.
To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree.
Geoff Layton
> Date: Mon, 8 Aug 2011 11:41:33 -0500
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This has been a great discussion - but there's one little thing missing - GRAMMAR! My guess is that as soon as Mike Rose's "Goddess Grammatica" pokes her head in the classroom door (I always picture her as Elmira Gulch/Wicked Witch of the West/Dorothy Hamilton in Oz), all of the "children" (don't all students turn into fearful little children at the thought of having to deal with grammar?) run away terrified. How do we bring grammar into this discussion without "losing them"? Geoff Layton
Date: Mon, 8 Aug 2011 17:10:16 -0700 From: [log in to unmask]Subject: Re: Holding their interest To: [log in to unmask]
Herb & Geoff,
I think that one of the advantages of the They Say/I Say text is that it opens an opportunity to have students investigate issues before they take a position. Of course, all that depends upon how we actually use the text in the classroom. I like your idea of having the students explain the history of an argument or issue and not express an opinion. Craig's mantra (on another recent e-mail) is profoundly logical. However, it seems to me that eventually, they need to examine the arguments & histories of issues and think about/examine where they stand. Hopefully, they will think before they leap.
Question for those of you who use the text: Do you use the basic text only or the text that includes readings on various issues?
Paul D. "If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128).
From: Geoffrey Layton <[log in to unmask]> To: [log in to unmask] Sent: Mon, August 8, 2011 4:57:24 PM Subject: Re: Holding their interest
Herb - Your comments are not at all tangential. They get straight to the heart of what I consider to be an essential debate about the role of argument in the freshman comp (or any comp) classroom - the "great arguments" - abortion, evolution, gay marriage, gun control, wars in every age and era (but particularly Iraq, Afghanistan and Vietnam along with Palistine and the entire Middle East), torture - all of these and more are indeed, what evoke (and provoke!) student interest. But they are also what cause chaos in the classroom (or, as you mention, the dinner table). The only way I've been able to deal with this problem - allowing students full participation in debating these issues (in the context of their writing assignments and class discussion) while keeping the lid on the chaos - is to follow the path that Stanley Fish lays out in his excellent book "Save
the World on Your Own Time." His injunction is quite simple - nobody, including the teacher, can take a personal position. The pedagogy is designed to show students how people argue and why the arguments are effective, not taking a position and defending it. In practical terms, the phrase I've found that pays is one that I picked up from Ralph Cintron, a remarkable rhetorician at UIC - "What must be in place for . . . ?" So applied to the issue of evolution, the question becomes "What must be in place for someone to reject evolution?" Put this way, I think that putting the people who reject evolution as simple-minded Bible-thumpers or emotionally dependent children is a bit too severe as this devolves into ad hominem reasoning. Geoff Layton
Date: Mon, 8 Aug 2011 16:37:09 -0400 From: [log in to unmask]Subject: Re: Holding their interest To: [log in to unmask]
Thanks to all of you for one of the most interesting and thoughtfully argued threads weve had in a while.
I have a question that may be tangential to this topic, or at least a narrower focus. I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well.
When Ive taught writing, Ive often been encouraged to avoid topics like abortion and creationism vs. evolution because its so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position. As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work. She is well educated, well read, and has thoughtful views on a lot of topics. Evolution came up recently in one of their conversations, and her response was, Oh, I dont believe in evolution. The evidence for it is not very strong. My son was surprised at her reaction. She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms
this, are not religious. I suggested to him that perhaps the reason for her position was a matter of social identity. Her family and the community she grew up in are devout and accept the biblical creation story literally. Rejecting evolution is a matter of family identity. She can become a backslid Baptist, and thats lamentable, but for her to accept evolution would be to reject her family.
In a case like this, a position on evolution or creation or abortion is not an intellectual stance; its a matter of cultural and social identity, and that makes it very hard to think critically about it. Ive found in UG classes where we deal with dialectology the notion social class sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances.
Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?
Herb
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Monday, August 08, 2011 1:14 PM To: [log in to unmask] Subject: Re: Holding their interest
Seth - Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding - writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances a method that will enhance the ability of students to
argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way to be non-confrontational but rather as a means to make sure that the resulting argument is telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it. To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree.
Geoff Layton
To join or leave this LISTSERV list, please visit the list's web interface at:
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========================================================================Date: Mon, 8 Aug 2011 20:52:09 -0400
Reply-To: Assembly for the Teaching of English Grammar
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Sender: Assembly for the Teaching of English Grammar
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From: Craig Hancock <[log in to unmask]>
Subject: Re: Holding their interest
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Paul,
I use the text with readings and supplement it with Cohen's "50 Essays."
It's worth noting that they include a Tannen essay on "surviving the
Argument Culture" in the second edition.
All important issues are dialogic, and much depends on whether that
dialogue is collegial and gracious. (If we can understand dialogue as
more than two. We need a term for multilogic.)
It's interesting that in the Graham and Perrin metaresearch study on
effective interventions, summary is highest on the list. Students need
to be critical readers, and as part of that they need to pay attention
to how good writing is organized.
I can take an anthology of good (award winning) writing and find only
a small percentage of argument. Most good writing is not argument.
Even when it is persuasive, it's more likely to offer a perspective
than it is to act as if it's a final statement.
Most serious scholarship starts with a review of the literature. We
have to be able to explain how we are contributing to an ongoing
enterprise.
Again, I think our task is to find subjects that our students know more
about than we do. I think even Basic writing has to start with the
premise that writing matters. You can't teach writing by remediating
deficiencies. You teach it by building competence. No one sits down to
write correct sentences or correct paragraphs. Neither sentences nor
paragraphs have any value outside of a text. Once you begin
constructing a text, it makes sense to explore various ways in which it
might be portioned out.
I say this after decades on the front lines, working with very needy
students in a highly successful program.
Craig
Herb & Geoff,
>
> I think that one of the advantages of the They Say/I Say text is that it
> opens
> an opportunity to have students investigate issues before they take a
> position.
> Of course, all that depends upon how we actually use the text in the
> classroom.Â
> I like your idea of having the students explain the history of an argument
> or
> issue and not express an opinion. Craig's mantra (on another recent
> e-mail) is
> profoundly logical. However, it seems to me that eventually, they need to
> examine the arguments & histories of issues and think about/examine where
> they
> stand. Hopefully, they will think before they leap.
>
> Question for those of you who use the text: Do you use the basic text only
> or
> the text that includes readings on various issues?
>
> Paul D.
> Â "If this were play'd upon a stage now, I could condemn it as an
> improbable
> fiction" (_Twelfth Night_ 3.4.127-128).
>
>
>
>
>
> ________________________________
> From: Geoffrey Layton <[log in to unmask]>
> To: [log in to unmask]
> Sent: Mon, August 8, 2011 4:57:24 PM
> Subject: Re: Holding their interest
>
>
> Herb -
> Â
> Your comments are not at all tangential. They get straight to the heart
> of what
> I consider to be an essential debate about the role of argument in the
> freshman
> comp (or any comp) classroom - the "great arguments" - abortion,
> evolution, gay
> marriage, gun control, wars in every age and era (but particularly Iraq,
> Afghanistan and Vietnam along with Palistine and the entire Middle
> East), torture - all of these and more are indeed, what evoke (and
> provoke!)Â student interest. But they are also what cause chaos in the
> classroom
> (or, as you mention, the dinner table).
>
> Â
> The only way I've been able to deal with this problem - allowing students
> full
> participation in debating these issues (in the context of their writing
> assignments and class discussion)Â while keeping the lid on the chaos - is
> to
> follow the path that Stanley Fish lays out in his excellent book "Save
> the World
> on Your Own Time." His injunction is quite simple - nobody, including the
> teacher, can take a personal position. The pedagogy is designed to show
> students
> how people argue and why the arguments are effective, not taking a
> position and
> defending it.
> Â
> In practical terms, the phrase I've found that pays is one that I picked
> up from
> Ralph Cintron, a remarkable rhetorician at UIC - "What must be in place
> for . .
> . ?" So applied to the issue of evolution, the question becomes "What
> must be in
> place for someone to reject evolution?" Put this way, I think that putting
> the
> people who reject evolution as simple-minded Bible-thumpers or emotionally
> dependent children is a bit too severe as this devolves into ad hominem
> reasoning.
>
>
> Geoff Layton
> Â
>
>
> ________________________________
> Date: Mon, 8 Aug 2011 16:37:09 -0400
> From: [log in to unmask]
> Subject: Re: Holding their interest
> To: [log in to unmask]
>
>
> Thanks to all of you for one of the most interesting and thoughtfully
> argued
> threads weâve had in a while.
> Â
> I have a question that may be tangential to this topic, or at least a
> narrower
> focus. I should say first that while I have taught both ESL writing and
> Freshman writing, I am not a writing teacher, and threads like this always
> leave
> me with a lot of respect for those who perform these tasks and perform
> them
> well.
> Â
> When Iâve taught writing, Iâve often been encouraged to avoid topics
> like
> abortion and creationism vs. evolution because itâs so difficult for
> student
> writers to separate themselves from the issues and from the social
> consequences
> of taking a position. As an example of this, I had dinner with my oldest
> son
> last night, and we got to talking about a good friend of his at work.Â
> She is
> well educated, well read, and has thoughtful views on a lot of topics.Â
> Evolution came up recently in one of their conversations, and her response
> was,
> âOh, I donât believe in evolution. The evidence for it is not very
> strong.â My
> son was surprised at her reaction. She comes from a Southern Baptist
> background
> but is no longer connected to that or any other denomination, so her
> reasons for
> rejecting evolution, and she confirms this, are not religious. I
> suggested to
> him that perhaps the reason for her position was a matter of social
> identity.Â
> Her family and the community she grew up in are devout and accept the
> biblical
> creation story literally. Rejecting evolution is a matter of family
> identity.Â
> She can become a backslid Baptist, and thatâs lamentable, but for her to
> accept
> evolution would be to reject her family.
> Â
> In a case like this, a position on evolution or creation or abortion is
> not an
> intellectual stance; itâs a matter of cultural and social identity, and
> that
> makes it very hard to think critically about it. Iâve found in UG
> classes where
> we deal with dialectology the notion âsocial classâ sometimes gets
> rejected out
> of hand as Marxist, and no amount of discussion will shake that
> position. This
> is also one of those defining stances.
> Â
> Is a writing class the place to get students to question such elements of
> their
> identity and look at themselves more critically? How does one go about
> this?
> Â
> Herb
> Â
> From:Assembly for the Teaching of English Grammar
> [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
> Sent: Monday, August 08, 2011 1:14 PM
> To: [log in to unmask]
> Subject: Re: Holding their interest
> Â
> Seth -
> Â
> Thanks for the reference. This thread fits with a project on academic
> discourse
> that I'm trying to develop. Perhaps one characteristic that Graff proposes
> that might be different from the Rogerian model is his insistence that
> -Â after
> all the listening and understanding - writers/academics must finally take
> a
> position that differs from that of their interlocutors/respondents. For
> example,
> in his book "Clueless in Academe," he offers significant criticism of
> Deborah
> Tannen and the views she expresses in her book, "The Argument Culture:
> Moving
> from Debate to Dialogue." As he puts it, "Perhaps the most telling
> refutation of
> Tannen's thesis is the confrontational quality of the book itself. . .
> Tannen
> enacts the behavior she objects to" (89). Similarly in "They Say," Graff
> advances a method that will enhance the ability of students to argue, not
> diminish it. His "listening and understanding" component, as I understand
> it, is
> presented not as a way to be non-confrontational but rather as a means to
> make
> sure that the resulting argument is telling and effective, much the same
> way
> that he demonstrates his understanding of Tannen's position in order
> to methodically destroy it.
>
> Â
> To return to the theme of the thread - "Holding their interest" - perhaps
> this
> discussion will help hold student interest by showing them that in order
> to develop a powerful argument for their position, they must first
> thoroughly
> understand the point of view of the person with whom they disagree - and,
> more
> interestingly, in order to have something interesting to say, they must
> find an
> area where they do disagree.
>
>
> Geoff Layton
> Â
>> Date: Mon, 8 Aug 2011 11:41:33 -0500
>> From: [log in to unmask]
>> Subject: Re: Holding their interest
>> To: [log in to unmask]
>>
>> Geoff--
>>
>> What you describe here sounds a lot like a Rogerian argument, in which
>> the
>>author (A) first explains the position he or she is opposed to (B),
>> without
>>criticism of any sort; the author (A) simply shows that they understand
>> position
>>(B). Then the author (A) offers non-pejorative critique of position (B):
>> 'I see
>>a problem/weakness/issue in position (B) that you (person who holds
>> position
>>[B]) have not addressed.' Then the author (A) offers elements of their
>> own
>>position on the issue that (A) thinks will help strengthen the opposing
>> position
>>(B). Based on the work of psychologist Carl Rogers, this type of argument
>> is a
>>mainstay of mediation: it shows that you are actually listening to the
>> 'other,'
>>treating their point of view as valid and thoughtful; and it presents
>> your own
>>argument not as antagonistic, but as potentially useful in helping the
>>opposition achieve a more effective result (and one that both sides can
>> possible
>>agree to as a fair compromise). The only argumentative writing textbook I
>> know
>>of that has a whole Rogerian assignment is Nancy Wood's Essentials of
>> Argument.
>>
>> I have a copy of They Say/I Say on my shelf--now I'll have to look at
>> it!
>>Thanks!
>>
>> Seth
>>
>> Dr. Seth Katz
>> Assistant Professor
>> Department of English
>> Bradley University
>>
>> ________________________________
>>
>> From: Assembly for the Teaching of English Grammar on behalf of Geoffrey
> Layton
>> Sent: Sun 8/7/2011 10:13 PM
>> To: [log in to unmask]
>> Subject: Re: Holding their interest
>>
>>
>> Paul,
>>
>> I think the most valuable part of the T/I Say is the "They say" portion
>> because
>>students must be able to identify what they're responding to - and why.
>> In other
>>words, they have to ask (and answer) the question what is it about the
>> text that
>>makes it interesting. I've had a lot of luck teaching "commonplaces" in
>> the
>>context of the following template, "Most (many, the author, my parents,
>> etc)
>>seem to think X (the "commonplace"), but a closer look reveals Y. It's
>> important
>>to recognize that Y is (just as important, preferable, superior to,
>> different
>>from, etc) X because . . ."
>>
>>
>> Geoff Layton
>>
>>
>> ________________________________
>>
>> Date: Sun, 7 Aug 2011 16:46:38 -0700
>> From: [log in to unmask]
>> Subject: Re: Holding To join or leave this LISTSERV list, please visit
>> the
>>list's web interface at: http://listserv.muohio.edu/archives/ateg.html
>> and
>>select "Join or leave the list"
>>
> Visit ATEG's web site at http://ateg.org/To join or leave this LISTSERV
> list,
> please visit the list's web interface at:
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> To join or leave this LISTSERV list, please visit the list's web interface
> at:
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>
> Visit ATEG's web site at http://ateg.org/
>
> To join or leave this LISTSERV list, please visit the list's web interface
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========================================================================Date: Mon, 8 Aug 2011 20:58:46 -0400
Reply-To: Assembly for the Teaching of English Grammar
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From: "STAHLKE, HERBERT F" <[log in to unmask]>
Subject: Re: Losing their interest?
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Geoff,
I suspect your question is a decade or two away from having a good methodology and content that are based on the study of discourse. Douglas Biber, in several books and a lot of articles, investigates how different genres use different grammatical features and constructions. I don't know if anyone has made a serious attempt to base a grammar pedagogy on his sort of analysis and his findings, but it strikes me as one of those areas where a team of writing teachers and linguists could make some interesting progress.
Herb
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Monday, August 08, 2011 8:35 PM
To: [log in to unmask]
Subject: Losing their interest?
This has been a great discussion - but there's one little thing missing - GRAMMAR! My guess is that as soon as Mike Rose's "Goddess Grammatica" pokes her head in the classroom door (I always picture her as Elmira Gulch/Wicked Witch of the West/Dorothy Hamilton in Oz), all of the "children" (don't all students turn into fearful little children at the thought of having to deal with grammar?) run away terrified. How do we bring grammar into this discussion without "losing them"?
Geoff Layton
________________________________
Date: Mon, 8 Aug 2011 17:10:16 -0700
From: [log in to unmask]
Subject: Re: Holding their interest
To: [log in to unmask]
Herb & Geoff,
I think that one of the advantages of the They Say/I Say text is that it opens an opportunity to have students investigate issues before they take a position. Of course, all that depends upon how we actually use the text in the classroom. I like your idea of having the students explain the history of an argument or issue and not express an opinion. Craig's mantra (on another recent e-mail) is profoundly logical. However, it seems to me that eventually, they need to examine the arguments & histories of issues and think about/examine where they stand. Hopefully, they will think before they leap.
Question for those of you who use the text: Do you use the basic text only or the text that includes readings on various issues?
Paul D.
"If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128).
________________________________
From: Geoffrey Layton <[log in to unmask]>
To: [log in to unmask]
Sent: Mon, August 8, 2011 4:57:24 PM
Subject: Re: Holding their interest
Herb -
Your comments are not at all tangential. They get straight to the heart of what I consider to be an essential debate about the role of argument in the freshman comp (or any comp) classroom - the "great arguments" - abortion, evolution, gay marriage, gun control, wars in every age and era (but particularly Iraq, Afghanistan and Vietnam along with Palistine and the entire Middle East), torture - all of these and more are indeed, what evoke (and provoke!) student interest. But they are also what cause chaos in the classroom (or, as you mention, the dinner table).
The only way I've been able to deal with this problem - allowing students full participation in debating these issues (in the context of their writing assignments and class discussion) while keeping the lid on the chaos - is to follow the path that Stanley Fish lays out in his excellent book "Save the World on Your Own Time." His injunction is quite simple - nobody, including the teacher, can take a personal position. The pedagogy is designed to show students how people argue and why the arguments are effective, not taking a position and defending it.
In practical terms, the phrase I've found that pays is one that I picked up from Ralph Cintron, a remarkable rhetorician at UIC - "What must be in place for . . . ?" So applied to the issue of evolution, the question becomes "What must be in place for someone to reject evolution?" Put this way, I think that putting the people who reject evolution as simple-minded Bible-thumpers or emotionally dependent children is a bit too severe as this devolves into ad hominem reasoning.
Geoff Layton
________________________________
Date: Mon, 8 Aug 2011 16:37:09 -0400
From: [log in to unmask]
Subject: Re: Holding their interest
To: [log in to unmask]
Thanks to all of you for one of the most interesting and thoughtfully argued threads we've had in a while.
I have a question that may be tangential to this topic, or at least a narrower focus. I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well.
When I've taught writing, I've often been encouraged to avoid topics like abortion and creationism vs. evolution because it's so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position. As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work. She is well educated, well read, and has thoughtful views on a lot of topics. Evolution came up recently in one of their conversations, and her response was, "Oh, I don't believe in evolution. The evidence for it is not very strong." My son was surprised at her reaction. She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious. I suggested to him that perhaps the reason for her position was a matter of social identity. Her family and the community she grew up in are devout and accept the biblical creation story literally. Rejecting evolution is a matter of family identity. She can become a backslid Baptist, and that's lamentable, but for her to accept evolution would be to reject her family.
In a case like this, a position on evolution or creation or abortion is not an intellectual stance; it's a matter of cultural and social identity, and that makes it very hard to think critically about it. I've found in UG classes where we deal with dialectology the notion "social class" sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances.
Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?
Herb
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Monday, August 08, 2011 1:14 PM
To: [log in to unmask]
Subject: Re: Holding their interest
Seth -
Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding - writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances a method that will enhance the ability of students to argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way to be non-confrontational but rather as a means to make sure that the resulting argument is telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it.
To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree.
Geoff Layton
> Date: Mon, 8 Aug 2011 11:41:33 -0500
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Geoff, I suspect your question is a decade or two away from having a good methodology and content that are based on the study of discourse. Douglas Biber, in several books and a lot of articles, investigates how different genres use different grammatical features and constructions. I don’t know if anyone has made a serious attempt to base a grammar pedagogy on his sort of analysis and his findings, but it strikes me as one of those areas where a team of writing teachers and linguists could make some interesting progress. Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Monday, August 08, 2011 8:35 PM To: [log in to unmask] Subject: Losing their interest? This has been a great discussion - but there's one little thing missing - GRAMMAR! My guess is that as soon as Mike Rose's "Goddess Grammatica" pokes her head in the classroom door (I always picture her as Elmira Gulch/Wicked Witch of the West/Dorothy Hamilton in Oz), all of the "children" (don't all students turn into fearful little children at the thought of having to deal with grammar?) run away terrified. How do we bring grammar into this discussion without "losing them"?
Geoff Layton
Date: Mon, 8 Aug 2011 17:10:16 -0700 From: [log in to unmask] Subject: Re: Holding their interest To: [log in to unmask] I think that one of the advantages of the They Say/I Say text is that it opens an opportunity to have students investigate issues before they take a position. Of course, all that depends upon how we actually use the text in the classroom. I like your idea of having the students explain the history of an argument or issue and not express an opinion. Craig's mantra (on another recent e-mail) is profoundly logical. However, it seems to me that eventually, they need to examine the arguments & histories of issues and think about/examine where they stand. Hopefully, they will think before they leap. Question for those of you who use the text: Do you use the basic text only or the text that includes readings on various issues? "If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128).
From: Geoffrey Layton <[log in to unmask]> To: [log in to unmask] Sent: Mon, August 8, 2011 4:57:24 PM Subject: Re: Holding their interest Herb - Your comments are not at all tangential. They get straight to the heart of what I consider to be an essential debate about the role of argument in the freshman comp (or any comp) classroom - the "great arguments" - abortion, evolution, gay marriage, gun control, wars in every age and era (but particularly Iraq, Afghanistan and Vietnam along with Palistine and the entire Middle East), torture - all of these and more are indeed, what evoke (and provoke!) student interest. But they are also what cause chaos in the classroom (or, as you mention, the dinner table). The only way I've been able to deal with this problem - allowing students full participation in debating these issues (in the context of their writing assignments and class discussion) while keeping the lid on the chaos - is to follow the path that Stanley Fish lays out in his excellent book "Save the World on Your Own Time." His injunction is quite simple - nobody, including the teacher, can take a personal position. The pedagogy is designed to show students how people argue and why the arguments are effective, not taking a position and defending it. In practical terms, the phrase I've found that pays is one that I picked up from Ralph Cintron, a remarkable rhetorician at UIC - "What must be in place for . . . ?" So applied to the issue of evolution, the question becomes "What must be in place for someone to reject evolution?" Put this way, I think that putting the people who reject evolution as simple-minded Bible-thumpers or emotionally dependent children is a bit too severe as this devolves into ad hominem reasoning.
Geoff Layton
Date: Mon, 8 Aug 2011 16:37:09 -0400 From: [log in to unmask] Subject: Re: Holding their interest To: [log in to unmask] Thanks to all of you for one of the most interesting and thoughtfully argued threads we’ve had in a while. I have a question that may be tangential to this topic, or at least a narrower focus. I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well. When I’ve taught writing, I’ve often been encouraged to avoid topics like abortion and creationism vs. evolution because it’s so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position. As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work. She is well educated, well read, and has thoughtful views on a lot of topics. Evolution came up recently in one of their conversations, and her response was, “Oh, I don’t believe in evolution. The evidence for it is not very strong.” My son was surprised at her reaction. She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious. I suggested to him that perhaps the reason for her position was a matter of social identity. Her family and the community she grew up in are devout and accept the biblical creation story literally. Rejecting evolution is a matter of family identity. She can become a backslid Baptist, and that’s lamentable, but for her to accept evolution would be to reject her family. In a case like this, a position on evolution or creation or abortion is not an intellectual stance; it’s a matter of cultural and social identity, and that makes it very hard to think critically about it. I’ve found in UG classes where we deal with dialectology the notion “social class” sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances. Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this? Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Monday, August 08, 2011 1:14 PM To: [log in to unmask] Subject: Re: Holding their interest Seth - Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding - writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances a method that will enhance the ability of students to argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way to be non-confrontational but rather as a means to make sure that the resulting argument is telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it. To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree.
Geoff Layton To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at:
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========================================================================Date: Tue, 9 Aug 2011 01:02:34 +0000
Reply-To: Assembly for the Teaching of English Grammar
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Sender: Assembly for the Teaching of English Grammar
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From: Jane Mairs <[log in to unmask]>
Subject: Re: Losing their interest?
In-Reply-To: <[log in to unmask]>
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One strategy sometimes used in high-level ESL grammar courses is to examine model texts and help students discover the structures common to particular kinds of writing. A classic example is the frequent use of the passive voice in scientific writing. Another one is the use of adverbs such as however, but, yet, still, on the other hand, in contrastive writing. Once they've identified these structures, the students can practice using them in their own writing.
Jane Mairs
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Monday, August 08, 2011 8:35 PM
To: [log in to unmask]
Subject: Losing their interest?
This has been a great discussion - but there's one little thing missing - GRAMMAR! My guess is that as soon as Mike Rose's "Goddess Grammatica" pokes her head in the classroom door (I always picture her as Elmira Gulch/Wicked Witch of the West/Dorothy Hamilton in Oz), all of the "children" (don't all students turn into fearful little children at the thought of having to deal with grammar?) run away terrified. How do we bring grammar into this discussion without "losing them"?
Geoff Layton
________________________________
Date: Mon, 8 Aug 2011 17:10:16 -0700
From: [log in to unmask]
Subject: Re: Holding their interest
To: [log in to unmask]
Herb & Geoff,
I think that one of the advantages of the They Say/I Say text is that it opens an opportunity to have students investigate issues before they take a position. Of course, all that depends upon how we actually use the text in the classroom. I like your idea of having the students explain the history of an argument or issue and not express an opinion. Craig's mantra (on another recent e-mail) is profoundly logical. However, it seems to me that eventually, they need to examine the arguments & histories of issues and think about/examine where they stand. Hopefully, they will think before they leap.
Question for those of you who use the text: Do you use the basic text only or the text that includes readings on various issues?
Paul D.
"If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128).
________________________________
From: Geoffrey Layton <[log in to unmask]>
To: [log in to unmask]
Sent: Mon, August 8, 2011 4:57:24 PM
Subject: Re: Holding their interest
Herb -
Your comments are not at all tangential. They get straight to the heart of what I consider to be an essential debate about the role of argument in the freshman comp (or any comp) classroom - the "great arguments" - abortion, evolution, gay marriage, gun control, wars in every age and era (but particularly Iraq, Afghanistan and Vietnam along with Palistine and the entire Middle East), torture - all of these and more are indeed, what evoke (and provoke!) student interest. But they are also what cause chaos in the classroom (or, as you mention, the dinner table).
The only way I've been able to deal with this problem - allowing students full participation in debating these issues (in the context of their writing assignments and class discussion) while keeping the lid on the chaos - is to follow the path that Stanley Fish lays out in his excellent book "Save the World on Your Own Time." His injunction is quite simple - nobody, including the teacher, can take a personal position. The pedagogy is designed to show students how people argue and why the arguments are effective, not taking a position and defending it.
In practical terms, the phrase I've found that pays is one that I picked up from Ralph Cintron, a remarkable rhetorician at UIC - "What must be in place for . . . ?" So applied to the issue of evolution, the question becomes "What must be in place for someone to reject evolution?" Put this way, I think that putting the people who reject evolution as simple-minded Bible-thumpers or emotionally dependent children is a bit too severe as this devolves into ad hominem reasoning.
Geoff Layton
________________________________
Date: Mon, 8 Aug 2011 16:37:09 -0400
From: [log in to unmask]
Subject: Re: Holding their interest
To: [log in to unmask]
Thanks to all of you for one of the most interesting and thoughtfully argued threads we've had in a while.
I have a question that may be tangential to this topic, or at least a narrower focus. I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well.
When I've taught writing, I've often been encouraged to avoid topics like abortion and creationism vs. evolution because it's so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position. As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work. She is well educated, well read, and has thoughtful views on a lot of topics. Evolution came up recently in one of their conversations, and her response was, "Oh, I don't believe in evolution. The evidence for it is not very strong." My son was surprised at her reaction. She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious. I suggested to him that perhaps the reason for her position was a matter of social identity. Her family and the community she grew up in are devout and accept the biblical creation story literally. Rejecting evolution is a matter of family identity. She can become a backslid Baptist, and that's lamentable, but for her to accept evolution would be to reject her family.
In a case like this, a position on evolution or creation or abortion is not an intellectual stance; it's a matter of cultural and social identity, and that makes it very hard to think critically about it. I've found in UG classes where we deal with dialectology the notion "social class" sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances.
Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?
Herb
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Monday, August 08, 2011 1:14 PM
To: [log in to unmask]
Subject: Re: Holding their interest
Seth -
Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding - writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances a method that will enhance the ability of students to argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way to be non-confrontational but rather as a means to make sure that the resulting argument is telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it.
To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree.
Geoff Layton
> Date: Mon, 8 Aug 2011 11:41:33 -0500
> From:
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
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and select "Join or leave the list"
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One strategy sometimes used in high-level ESL grammar courses is to examine model texts and help students discover the structures common to particular kinds of
writing. A classic example is the frequent use of the passive voice in scientific writing. Another one is the use of adverbs such as
however, but, yet, still, on the other hand, in contrastive writing. Once they’ve identified these structures, the students can practice using them in their own writing.
Jane Mairs
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]]
On Behalf Of Geoffrey Layton
Sent: Monday, August 08, 2011 8:35 PM
To: [log in to unmask]
Subject: Losing their interest?
This has been a great discussion - but there's one little thing missing - GRAMMAR! My guess is that as soon as Mike Rose's "Goddess Grammatica" pokes her head in the classroom
door (I always picture her as Elmira Gulch/Wicked Witch of the West/Dorothy Hamilton in Oz), all of the "children" (don't all students turn into fearful little children at the thought of having to deal with grammar?) run away terrified. How do we bring grammar
into this discussion without "losing them"?
Geoff Layton
Date: Mon, 8 Aug 2011 17:10:16 -0700
From: [log in to unmask]
Subject: Re: Holding their interest
To: [log in to unmask]
I think that one of the advantages of the
They Say/I Say text is that it opens an opportunity to have students investigate issues before they take a position. Of course, all that depends upon how we actually use the text in the classroom.
I like your idea of having the students explain the history of an argument or issue and not express an opinion. Craig's mantra (on another recent e-mail) is profoundly logical. However, it seems to me that eventually, they need to examine the arguments & histories
of issues and think about/examine where they stand. Hopefully, they will think before they leap.
Question for those of you who use the text: Do you use the basic text only or the text that includes readings on various issues?
"If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128).
From: Geoffrey Layton <[log in to unmask]>
To: [log in to unmask]
Sent: Mon, August 8, 2011 4:57:24 PM
Subject: Re: Holding their interest
Herb -
Your comments are not at all tangential. They get straight to the heart of what I consider to be an essential debate about the role of argument in the freshman comp (or any comp) classroom - the "great arguments" - abortion, evolution, gay marriage, gun control,
wars in every age and era (but particularly Iraq, Afghanistan and Vietnam along with Palistine and the entire Middle East), torture - all of these and more are indeed, what evoke (and provoke!) student interest. But they are also what cause chaos in the classroom
(or, as you mention, the dinner table).
The only way I've been able to deal with this problem - allowing students full participation in debating these issues (in the context of their writing assignments and class discussion) while keeping the lid on the chaos - is to follow the path that Stanley
Fish lays out in his excellent book "Save the World on Your Own Time." His injunction is quite simple - nobody, including the teacher, can take a personal position. The pedagogy is designed to show students how people argue and why the arguments are effective,
not taking a position and defending it.
In practical terms, the phrase I've found that pays is one that I picked up from Ralph Cintron, a remarkable rhetorician at UIC - "What must be in place for . . . ?" So applied to the issue of evolution, the question becomes "What must be in place for someone
to reject evolution?" Put this way, I think that putting the people who reject evolution as simple-minded Bible-thumpers or emotionally dependent children is a bit too severe as this devolves into ad hominem reasoning.
Geoff Layton
Date: Mon, 8 Aug 2011 16:37:09 -0400
From: [log in to unmask]
Subject: Re: Holding their interest
To: [log in to unmask]
Thanks to all of you for one of the most interesting and thoughtfully argued threads we’ve had in a while.
I have a question that may be tangential to this topic, or at least a narrower focus. I should say first that while I have taught both ESL writing and Freshman
writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well.
When I’ve taught writing, I’ve often been encouraged to avoid topics like abortion and creationism vs. evolution because it’s so difficult for student writers
to separate themselves from the issues and from the social consequences of taking a position. As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work. She is well educated, well read, and
has thoughtful views on a lot of topics. Evolution came up recently in one of their conversations, and her response was, “Oh, I don’t believe in evolution. The evidence for it is not very strong.” My son was surprised at her reaction. She comes from a
Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious. I suggested to him that perhaps the reason for her position was a matter of social
identity. Her family and the community she grew up in are devout and accept the biblical creation story literally. Rejecting evolution is a matter of family identity. She can become a backslid Baptist, and that’s lamentable, but for her to accept evolution
would be to reject her family.
In a case like this, a position on evolution or creation or abortion is not an intellectual stance; it’s a matter of cultural and social identity, and that makes
it very hard to think critically about it. I’ve found in UG classes where we deal with dialectology the notion “social class” sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those
defining stances.
Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?
Herb
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]]
On Behalf Of Geoffrey Layton
Sent: Monday, August 08, 2011 1:14 PM
To: [log in to unmask]
Subject: Re: Holding their interest
Seth -
Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding
- writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument
Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances
a method that will enhance the ability of students to argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way to be non-confrontational but rather as a means to make sure that the resulting argument is
telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it.
To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view
of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree.
Geoff Layton
To join or leave this LISTSERV list, please visit the list's web interface at:
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========================================================================Date: Mon, 8 Aug 2011 20:21:44 -0500
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Geoffrey Layton <[log in to unmask]>
Subject: Re: Losing their interest?
In-Reply-To: <[log in to unmask]>
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I'm thinking of Carol's original post and her concern about how to hold the attention of a bunch of basic writing students in a two-year college setting - so it may be that her students are also older (and no doubt in their opinion much wiser) than the typical high school graduates in their first year at a 4-year college. I would be concerned about starting a day with "OK, class, let's look at the eight parts of speech." Or, "Who can identify the helping verb in this sentence?" I can already hear the rush for the exits (no matter what the age!). Nobody wants to be in a classroom with Rose's "Goddess Grammatica." "Just sayin'!"*
Geoff Layton * I've recently come upon this expression - so it's probably already been around for a long time. Translation? Am I using it correctlly?
Date: Tue, 9 Aug 2011 01:02:34 +0000
From: [log in to unmask]
Subject: Re: Losing their interest?
To: [log in to unmask]
One strategy sometimes used in high-level ESL grammar courses is to examine model texts and help students discover the structures common to particular kinds of
writing. A classic example is the frequent use of the passive voice in scientific writing. Another one is the use of adverbs such as
however, but, yet, still, on the other hand, in contrastive writing. Once theyve identified these structures, the students can practice using them in their own writing.
Jane Mairs
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]]
On Behalf Of Geoffrey Layton
Sent: Monday, August 08, 2011 8:35 PM
To: [log in to unmask]
Subject: Losing their interest?
This has been a great discussion - but there's one little thing missing - GRAMMAR! My guess is that as soon as Mike Rose's "Goddess Grammatica" pokes her head in the classroom
door (I always picture her as Elmira Gulch/Wicked Witch of the West/Dorothy Hamilton in Oz), all of the "children" (don't all students turn into fearful little children at the thought of having to deal with grammar?) run away terrified. How do we bring grammar
into this discussion without "losing them"?
Geoff Layton
Date: Mon, 8 Aug 2011 17:10:16 -0700
From: [log in to unmask]
Subject: Re: Holding their interest
To: [log in to unmask]
Herb & Geoff,
I think that one of the advantages of the
They Say/I Say text is that it opens an opportunity to have students investigate issues before they take a position. Of course, all that depends upon how we actually use the text in the classroom.
I like your idea of having the students explain the history of an argument or issue and not express an opinion. Craig's mantra (on another recent e-mail) is profoundly logical. However, it seems to me that eventually, they need to examine the arguments & histories
of issues and think about/examine where they stand. Hopefully, they will think before they leap.
Question for those of you who use the text: Do you use the basic text only or the text that includes readings on various issues?
Paul D.
"If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128).
From: Geoffrey Layton <[log in to unmask]>
To: [log in to unmask]
Sent: Mon, August 8, 2011 4:57:24 PM
Subject: Re: Holding their interest
Herb -
Your comments are not at all tangential. They get straight to the heart of what I consider to be an essential debate about the role of argument in the freshman comp (or any comp) classroom - the "great arguments" - abortion, evolution, gay marriage, gun control,
wars in every age and era (but particularly Iraq, Afghanistan and Vietnam along with Palistine and the entire Middle East), torture - all of these and more are indeed, what evoke (and provoke!) student interest. But they are also what cause chaos in the classroom
(or, as you mention, the dinner table).
The only way I've been able to deal with this problem - allowing students full participation in debating these issues (in the context of their writing assignments and class discussion) while keeping the lid on the chaos - is to follow the path that Stanley
Fish lays out in his excellent book "Save the World on Your Own Time." His injunction is quite simple - nobody, including the teacher, can take a personal position. The pedagogy is designed to show students how people argue and why the arguments are effective,
not taking a position and defending it.
In practical terms, the phrase I've found that pays is one that I picked up from Ralph Cintron, a remarkable rhetorician at UIC - "What must be in place for . . . ?" So applied to the issue of evolution, the question becomes "What must be in place for someone
to reject evolution?" Put this way, I think that putting the people who reject evolution as simple-minded Bible-thumpers or emotionally dependent children is a bit too severe as this devolves into ad hominem reasoning.
Geoff Layton
Date: Mon, 8 Aug 2011 16:37:09 -0400
From: [log in to unmask]
Subject: Re: Holding their interest
To: [log in to unmask]
Thanks to all of you for one of the most interesting and thoughtfully argued threads weve had in a while.
I have a question that may be tangential to this topic, or at least a narrower focus. I should say first that while I have taught both ESL writing and Freshman
writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well.
When Ive taught writing, Ive often been encouraged to avoid topics like abortion and creationism vs. evolution because its so difficult for student writers
to separate themselves from the issues and from the social consequences of taking a position. As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work. She is well educated, well read, and
has thoughtful views on a lot of topics. Evolution came up recently in one of their conversations, and her response was, Oh, I dont believe in evolution. The evidence for it is not very strong. My son was surprised at her reaction. She comes from a
Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious. I suggested to him that perhaps the reason for her position was a matter of social
identity. Her family and the community she grew up in are devout and accept the biblical creation story literally. Rejecting evolution is a matter of family identity. She can become a backslid Baptist, and thats lamentable, but for her to accept evolution
would be to reject her family.
In a case like this, a position on evolution or creation or abortion is not an intellectual stance; its a matter of cultural and social identity, and that makes
it very hard to think critically about it. Ive found in UG classes where we deal with dialectology the notion social class sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those
defining stances.
Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?
Herb
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]]
On Behalf Of Geoffrey Layton
Sent: Monday, August 08, 2011 1:14 PM
To: [log in to unmask]
Subject: Re: Holding their interest
Seth -
Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding
- writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument
Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances
a method that will enhance the ability of students to argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way to be non-confrontational but rather as a means to make sure that the resulting argument is
telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it.
To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view
of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree.
Geoff Layton
> Date: Mon, 8 Aug 2011 11:41:33 -0500
> From:
Visit ATEG's web site
at http://ateg.org/
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I'm thinking of Carol's original post and her concern about how to hold the attention of a bunch of basic writing students in a two-year college setting - so it may be that her students are also older (and no doubt in their opinion much wiser) than the typical high school graduates in their first year at a 4-year college. I would be concerned about starting a day with "OK, class, let's look at the eight parts of speech." Or, "Who can identify the helping verb in this sentence?" I can already hear the rush for the exits (no matter what the age!). Nobody wants to be in a classroom with Rose's "Goddess Grammatica." "Just sayin'!"* Geoff Layton * I've recently come upon this expression - so it's probably already been around for a long time. Translation? Am I using it correctlly?
Date: Tue, 9 Aug 2011 01:02:34 +0000 From: [log in to unmask]Subject: Re: Losing their interest? To: [log in to unmask]
One strategy sometimes used in high-level ESL grammar courses is to examine model texts and help students discover the structures common to particular kinds of
writing. A classic example is the frequent use of the passive voice in scientific writing. Another one is the use of adverbs such as
however, but, yet, still, on the other hand, in contrastive writing. Once theyve identified these structures, the students can practice using them in their own writing.
Jane Mairs
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]]
On Behalf Of Geoffrey Layton
Sent: Monday, August 08, 2011 8:35 PM
To: [log in to unmask]
Subject: Losing their interest?
This has been a great discussion - but there's one little thing missing - GRAMMAR! My guess is that as soon as Mike Rose's "Goddess Grammatica" pokes her head in the classroom
door (I always picture her as Elmira Gulch/Wicked Witch of the West/Dorothy Hamilton in Oz), all of the "children" (don't all students turn into fearful little children at the thought of having to deal with grammar?) run away terrified. How do we bring grammar
into this discussion without "losing them"?
Geoff Layton
Date: Mon, 8 Aug 2011 17:10:16 -0700
From: [log in to unmask]
Subject: Re: Holding their interest
To: [log in to unmask]
I think that one of the advantages of the
They Say/I Say text is that it opens an opportunity to have students investigate issues before they take a position. Of course, all that depends upon how we actually use the text in the classroom.
I like your idea of having the students explain the history of an argument or issue and not express an opinion. Craig's mantra (on another recent e-mail) is profoundly logical. However, it seems to me that eventually, they need to examine the arguments & histories
of issues and think about/examine where they stand. Hopefully, they will think before they leap.
Question for those of you who use the text: Do you use the basic text only or the text that includes readings on various issues?
"If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128).
From: Geoffrey Layton <[log in to unmask]>
To: [log in to unmask]
Sent: Mon, August 8, 2011 4:57:24 PM
Subject: Re: Holding their interest
Herb -
Your comments are not at all tangential. They get straight to the heart of what I consider to be an essential debate about the role of argument in the freshman comp (or any comp) classroom - the "great arguments" - abortion, evolution, gay marriage, gun control,
wars in every age and era (but particularly Iraq, Afghanistan and Vietnam along with Palistine and the entire Middle East), torture - all of these and more are indeed, what evoke (and provoke!) student interest. But they are also what cause chaos in the classroom
(or, as you mention, the dinner table).
The only way I've been able to deal with this problem - allowing students full participation in debating these issues (in the context of their writing assignments and class discussion) while keeping the lid on the chaos - is to follow the path that Stanley
Fish lays out in his excellent book "Save the World on Your Own Time." His injunction is quite simple - nobody, including the teacher, can take a personal position. The pedagogy is designed to show students how people argue and why the arguments are effective,
not taking a position and defending it.
In practical terms, the phrase I've found that pays is one that I picked up from Ralph Cintron, a remarkable rhetorician at UIC - "What must be in place for . . . ?" So applied to the issue of evolution, the question becomes "What must be in place for someone
to reject evolution?" Put this way, I think that putting the people who reject evolution as simple-minded Bible-thumpers or emotionally dependent children is a bit too severe as this devolves into ad hominem reasoning.
Geoff Layton
Date: Mon, 8 Aug 2011 16:37:09 -0400
From: [log in to unmask]
Subject: Re: Holding their interest
To: [log in to unmask]
Thanks to all of you for one of the most interesting and thoughtfully argued threads weve had in a while.
I have a question that may be tangential to this topic, or at least a narrower focus. I should say first that while I have taught both ESL writing and Freshman
writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well.
When Ive taught writing, Ive often been encouraged to avoid topics like abortion and creationism vs. evolution because its so difficult for student writers
to separate themselves from the issues and from the social consequences of taking a position. As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work. She is well educated, well read, and
has thoughtful views on a lot of topics. Evolution came up recently in one of their conversations, and her response was, Oh, I dont believe in evolution. The evidence for it is not very strong. My son was surprised at her reaction. She comes from a
Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious. I suggested to him that perhaps the reason for her position was a matter of social
identity. Her family and the community she grew up in are devout and accept the biblical creation story literally. Rejecting evolution is a matter of family identity. She can become a backslid Baptist, and thats lamentable, but for her to accept evolution
would be to reject her family.
In a case like this, a position on evolution or creation or abortion is not an intellectual stance; its a matter of cultural and social identity, and that makes
it very hard to think critically about it. Ive found in UG classes where we deal with dialectology the notion social class sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those
defining stances.
Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?
Herb
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]]
On Behalf Of Geoffrey Layton
Sent: Monday, August 08, 2011 1:14 PM
To: [log in to unmask]
Subject: Re: Holding their interest
Seth -
Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding
- writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument
Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances
a method that will enhance the ability of students to argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way to be non-confrontational but rather as a means to make sure that the resulting argument is
telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it.
To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view
of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree.
Geoff Layton
To join or leave this LISTSERV list, please visit the list's web interface at:
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--_c7b214b8-f4d4-49ef-aed2-b4cd9526bd56_--
========================================================================Date: Mon, 8 Aug 2011 21:23:46 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Craig Hancock <[log in to unmask]>
Subject: Re: Losing their interest?
MIME-Version: 1.0
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Herb,
I recommend the Longman Student Grammar as a highly interesting text
based on those explorations (Biber et. al.) when I first ordered it, I
got a phone call from one of their editors who was surprised I was
using it outside of ESL. I use it in a third year class I have
developed for the Linguistics Department: Writing, Reading, and
Language. It's a Writing Intensive course (students need to take an
upper level writing intensive course for graduation)that explores the
usefulness of knowledge about language for reading and writing. We
take a genre centered approach, not only exploring the language
features of different genres, but writing within those genres as we do
so. The overwhelming consensus among those students is that knowledge
about language is extraordinarily useful. I tend to get good student
reviews when I teach, but this course is exceptionally well received.
We do a lot of grammar, but it is not at all focused on error. It
seems to me that reducing grammar to error is the main reason it loses
interest. It also distorts the subject considerably in the process.
Jane mentions passive voice in scientific writing. It helps to know
that the passive is not just a stylistic option, but that there are
highly functional reasons for its increased use in scientific
contexts.
Treating the passive as an error not only drains interest, but
distorts language in the process.
Craig
> Geoff,
>
> I suspect your question is a decade or two away from having a good
> methodology and content that are based on the study of discourse. Douglas
> Biber, in several books and a lot of articles, investigates how different
> genres use different grammatical features and constructions. I don't know
> if anyone has made a serious attempt to base a grammar pedagogy on his
> sort of analysis and his findings, but it strikes me as one of those areas
> where a team of writing teachers and linguists could make some interesting
> progress.
>
> Herb
>
> From: Assembly for the Teaching of English Grammar
> [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
> Sent: Monday, August 08, 2011 8:35 PM
> To: [log in to unmask]
> Subject: Losing their interest?
>
> This has been a great discussion - but there's one little thing missing -
> GRAMMAR! My guess is that as soon as Mike Rose's "Goddess Grammatica"
> pokes her head in the classroom door (I always picture her as Elmira
> Gulch/Wicked Witch of the West/Dorothy Hamilton in Oz), all of the
> "children" (don't all students turn into fearful little children at the
> thought of having to deal with grammar?) run away terrified. How do we
> bring grammar into this discussion without "losing them"?
>
> Geoff Layton
>
> ________________________________
> Date: Mon, 8 Aug 2011 17:10:16 -0700
> From: [log in to unmask]
> Subject: Re: Holding their interest
> To: [log in to unmask]
> Herb & Geoff,
>
> I think that one of the advantages of the They Say/I Say text is that it
> opens an opportunity to have students investigate issues before they take
> a position. Of course, all that depends upon how we actually use the text
> in the classroom. I like your idea of having the students explain the
> history of an argument or issue and not express an opinion. Craig's mantra
> (on another recent e-mail) is profoundly logical. However, it seems to me
> that eventually, they need to examine the arguments & histories of issues
> and think about/examine where they stand. Hopefully, they will think
> before they leap.
>
> Question for those of you who use the text: Do you use the basic text only
> or the text that includes readings on various issues?
>
> Paul D.
>
> "If this were play'd upon a stage now, I could condemn it as an improbable
> fiction" (_Twelfth Night_ 3.4.127-128).
>
>
> ________________________________
> From: Geoffrey Layton <[log in to unmask]>
> To: [log in to unmask]
> Sent: Mon, August 8, 2011 4:57:24 PM
> Subject: Re: Holding their interest
> Herb -
>
> Your comments are not at all tangential. They get straight to the heart of
> what I consider to be an essential debate about the role of argument in
> the freshman comp (or any comp) classroom - the "great arguments" -
> abortion, evolution, gay marriage, gun control, wars in every age and era
> (but particularly Iraq, Afghanistan and Vietnam along with Palistine and
> the entire Middle East), torture - all of these and more are indeed, what
> evoke (and provoke!) student interest. But they are also what cause chaos
> in the classroom (or, as you mention, the dinner table).
>
> The only way I've been able to deal with this problem - allowing students
> full participation in debating these issues (in the context of their
> writing assignments and class discussion) while keeping the lid on the
> chaos - is to follow the path that Stanley Fish lays out in his excellent
> book "Save the World on Your Own Time." His injunction is quite simple -
> nobody, including the teacher, can take a personal position. The pedagogy
> is designed to show students how people argue and why the arguments are
> effective, not taking a position and defending it.
>
> In practical terms, the phrase I've found that pays is one that I picked
> up from Ralph Cintron, a remarkable rhetorician at UIC - "What must be in
> place for . . . ?" So applied to the issue of evolution, the question
> becomes "What must be in place for someone to reject evolution?" Put this
> way, I think that putting the people who reject evolution as simple-minded
> Bible-thumpers or emotionally dependent children is a bit too severe as
> this devolves into ad hominem reasoning.
>
> Geoff Layton
>
> ________________________________
> Date: Mon, 8 Aug 2011 16:37:09 -0400
> From: [log in to unmask]
> Subject: Re: Holding their interest
> To: [log in to unmask]
> Thanks to all of you for one of the most interesting and thoughtfully
> argued threads we've had in a while.
>
> I have a question that may be tangential to this topic, or at least a
> narrower focus. I should say first that while I have taught both ESL
> writing and Freshman writing, I am not a writing teacher, and threads like
> this always leave me with a lot of respect for those who perform these
> tasks and perform them well.
>
> When I've taught writing, I've often been encouraged to avoid topics like
> abortion and creationism vs. evolution because it's so difficult for
> student writers to separate themselves from the issues and from the social
> consequences of taking a position. As an example of this, I had dinner
> with my oldest son last night, and we got to talking about a good friend
> of his at work. She is well educated, well read, and has thoughtful views
> on a lot of topics. Evolution came up recently in one of their
> conversations, and her response was, "Oh, I don't believe in evolution.
> The evidence for it is not very strong." My son was surprised at her
> reaction. She comes from a Southern Baptist background but is no longer
> connected to that or any other denomination, so her reasons for rejecting
> evolution, and she confirms this, are not religious. I suggested to him
> that perhaps the reason for her position was a matter of social identity.
> Her family and the community she grew up in are devout and accept the
> biblical creation story literally. Rejecting evolution is a matter of
> family identity. She can become a backslid Baptist, and that's
> lamentable, but for her to accept evolution would be to reject her family.
>
> In a case like this, a position on evolution or creation or abortion is
> not an intellectual stance; it's a matter of cultural and social identity,
> and that makes it very hard to think critically about it. I've found in
> UG classes where we deal with dialectology the notion "social class"
> sometimes gets rejected out of hand as Marxist, and no amount of
> discussion will shake that position. This is also one of those defining
> stances.
>
> Is a writing class the place to get students to question such elements of
> their identity and look at themselves more critically? How does one go
> about this?
>
> Herb
>
> From: Assembly for the Teaching of English Grammar
> [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
> Sent: Monday, August 08, 2011 1:14 PM
> To: [log in to unmask]
> Subject: Re: Holding their interest
>
> Seth -
>
> Thanks for the reference. This thread fits with a project on academic
> discourse that I'm trying to develop. Perhaps one characteristic that
> Graff proposes that might be different from the Rogerian model is his
> insistence that - after all the listening and understanding -
> writers/academics must finally take a position that differs from that of
> their interlocutors/respondents. For example, in his book "Clueless in
> Academe," he offers significant criticism of Deborah Tannen and the views
> she expresses in her book, "The Argument Culture: Moving from Debate to
> Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's
> thesis is the confrontational quality of the book itself. . . Tannen
> enacts the behavior she objects to" (89). Similarly in "They Say," Graff
> advances a method that will enhance the ability of students to argue, not
> diminish it. His "listening and understanding" component, as I understand
> it, is presented not as a way to be non-confrontational but rather as a
> means to make sure that the resulting argument is telling and effective,
> much the same way that he demonstrates his understanding of Tannen's
> position in order to methodically destroy it.
>
> To return to the theme of the thread - "Holding their interest" - perhaps
> this discussion will help hold student interest by showing them that in
> order to develop a powerful argument for their position, they must first
> thoroughly understand the point of view of the person with whom they
> disagree - and, more interestingly, in order to have something interesting
> to say, they must find an area where they do disagree.
>
> Geoff Layton
>
>> Date: Mon, 8 Aug 2011 11:41:33 -0500
>> From:
> Visit ATEG's web site at http://ateg.org/
>
> To join or leave this LISTSERV list, please visit the list's web interface
> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
> leave the list"
>
> Visit ATEG's web site at http://ateg.org/
>
> To join or leave this LISTSERV list, please visit the list's web interface
> at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
>
> Visit ATEG's web site at http://ateg.org/
>
To join or leave this LISTSERV list, please visit the list's web interface at:
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========================================================================Date: Mon, 8 Aug 2011 20:37:20 -0500
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Geoffrey Layton <[log in to unmask]>
Subject: Re: Losing their interest?
In-Reply-To: <[log in to unmask]>
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Craig Yes! Reducing grammar to error is the main reason it loses interest. It also distorts the subject considerably in the process. Now the question is - how can we use grammar to teach writing in a basic writing course? It seems to me that interest in grammar increases only as students become more specialized as language learners.
Geoff Layton
> Date: Mon, 8 Aug 2011 21:23:46 -0400
> From: [log in to unmask]
> Subject: Re: Losing their interest?
> To: [log in to unmask]
>
> Herb,
> I recommend the Longman Student Grammar as a highly interesting text
> based on those explorations (Biber et. al.) when I first ordered it, I
> got a phone call from one of their editors who was surprised I was
> using it outside of ESL. I use it in a third year class I have
> developed for the Linguistics Department: Writing, Reading, and
> Language. It's a Writing Intensive course (students need to take an
> upper level writing intensive course for graduation)that explores the
> usefulness of knowledge about language for reading and writing. We
> take a genre centered approach, not only exploring the language
> features of different genres, but writing within those genres as we do
> so. The overwhelming consensus among those students is that knowledge
> about language is extraordinarily useful. I tend to get good student
> reviews when I teach, but this course is exceptionally well received.
> We do a lot of grammar, but it is not at all focused on error. It
> seems to me that reducing grammar to error is the main reason it loses
> interest. It also distorts the subject considerably in the process.
> Jane mentions passive voice in scientific writing. It helps to know
> that the passive is not just a stylistic option, but that there are
> highly functional reasons for its increased use in scientific
> contexts.
> Treating the passive as an error not only drains interest, but
> distorts language in the process.
>
> Craig
>
>
>
> > Geoff,
> >
> > I suspect your question is a decade or two away from having a good
> > methodology and content that are based on the study of discourse. Douglas
> > Biber, in several books and a lot of articles, investigates how different
> > genres use different grammatical features and constructions. I don't know
> > if anyone has made a serious attempt to base a grammar pedagogy on his
> > sort of analysis and his findings, but it strikes me as one of those areas
> > where a team of writing teachers and linguists could make some interesting
> > progress.
> >
> > Herb
> >
> > From: Assembly for the Teaching of English Grammar
> > [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
> > Sent: Monday, August 08, 2011 8:35 PM
> > To: [log in to unmask]
> > Subject: Losing their interest?
> >
> > This has been a great discussion - but there's one little thing missing -
> > GRAMMAR! My guess is that as soon as Mike Rose's "Goddess Grammatica"
> > pokes her head in the classroom door (I always picture her as Elmira
> > Gulch/Wicked Witch of the West/Dorothy Hamilton in Oz), all of the
> > "children" (don't all students turn into fearful little children at the
> > thought of having to deal with grammar?) run away terrified. How do we
> > bring grammar into this discussion without "losing them"?
> >
> > Geoff Layton
> >
> > ________________________________
> > Date: Mon, 8 Aug 2011 17:10:16 -0700
> > From: [log in to unmask]
> > Subject: Re: Holding their interest
> > To: [log in to unmask]
> > Herb & Geoff,
> >
> > I think that one of the advantages of the They Say/I Say text is that it
> > opens an opportunity to have students investigate issues before they take
> > a position. Of course, all that depends upon how we actually use the text
> > in the classroom. I like your idea of having the students explain the
> > history of an argument or issue and not express an opinion. Craig's mantra
> > (on another recent e-mail) is profoundly logical. However, it seems to me
> > that eventually, they need to examine the arguments & histories of issues
> > and think about/examine where they stand. Hopefully, they will think
> > before they leap.
> >
> > Question for those of you who use the text: Do you use the basic text only
> > or the text that includes readings on various issues?
> >
> > Paul D.
> >
> > "If this were play'd upon a stage now, I could condemn it as an improbable
> > fiction" (_Twelfth Night_ 3.4.127-128).
> >
> >
> > ________________________________
> > From: Geoffrey Layton <[log in to unmask]>
> > To: [log in to unmask]
> > Sent: Mon, August 8, 2011 4:57:24 PM
> > Subject: Re: Holding their interest
> > Herb -
> >
> > Your comments are not at all tangential. They get straight to the heart of
> > what I consider to be an essential debate about the role of argument in
> > the freshman comp (or any comp) classroom - the "great arguments" -
> > abortion, evolution, gay marriage, gun control, wars in every age and era
> > (but particularly Iraq, Afghanistan and Vietnam along with Palistine and
> > the entire Middle East), torture - all of these and more are indeed, what
> > evoke (and provoke!) student interest. But they are also what cause chaos
> > in the classroom (or, as you mention, the dinner table).
> >
> > The only way I've been able to deal with this problem - allowing students
> > full participation in debating these issues (in the context of their
> > writing assignments and class discussion) while keeping the lid on the
> > chaos - is to follow the path that Stanley Fish lays out in his excellent
> > book "Save the World on Your Own Time." His injunction is quite simple -
> > nobody, including the teacher, can take a personal position. The pedagogy
> > is designed to show students how people argue and why the arguments are
> > effective, not taking a position and defending it.
> >
> > In practical terms, the phrase I've found that pays is one that I picked
> > up from Ralph Cintron, a remarkable rhetorician at UIC - "What must be in
> > place for . . . ?" So applied to the issue of evolution, the question
> > becomes "What must be in place for someone to reject evolution?" Put this
> > way, I think that putting the people who reject evolution as simple-minded
> > Bible-thumpers or emotionally dependent children is a bit too severe as
> > this devolves into ad hominem reasoning.
> >
> > Geoff Layton
> >
> > ________________________________
> > Date: Mon, 8 Aug 2011 16:37:09 -0400
> > From: [log in to unmask]
> > Subject: Re: Holding their interest
> > To: [log in to unmask]
> > Thanks to all of you for one of the most interesting and thoughtfully
> > argued threads we've had in a while.
> >
> > I have a question that may be tangential to this topic, or at least a
> > narrower focus. I should say first that while I have taught both ESL
> > writing and Freshman writing, I am not a writing teacher, and threads like
> > this always leave me with a lot of respect for those who perform these
> > tasks and perform them well.
> >
> > When I've taught writing, I've often been encouraged to avoid topics like
> > abortion and creationism vs. evolution because it's so difficult for
> > student writers to separate themselves from the issues and from the social
> > consequences of taking a position. As an example of this, I had dinner
> > with my oldest son last night, and we got to talking about a good friend
> > of his at work. She is well educated, well read, and has thoughtful views
> > on a lot of topics. Evolution came up recently in one of their
> > conversations, and her response was, "Oh, I don't believe in evolution.
> > The evidence for it is not very strong." My son was surprised at her
> > reaction. She comes from a Southern Baptist background but is no longer
> > connected to that or any other denomination, so her reasons for rejecting
> > evolution, and she confirms this, are not religious. I suggested to him
> > that perhaps the reason for her position was a matter of social identity.
> > Her family and the community she grew up in are devout and accept the
> > biblical creation story literally. Rejecting evolution is a matter of
> > family identity. She can become a backslid Baptist, and that's
> > lamentable, but for her to accept evolution would be to reject her family.
> >
> > In a case like this, a position on evolution or creation or abortion is
> > not an intellectual stance; it's a matter of cultural and social identity,
> > and that makes it very hard to think critically about it. I've found in
> > UG classes where we deal with dialectology the notion "social class"
> > sometimes gets rejected out of hand as Marxist, and no amount of
> > discussion will shake that position. This is also one of those defining
> > stances.
> >
> > Is a writing class the place to get students to question such elements of
> > their identity and look at themselves more critically? How does one go
> > about this?
> >
> > Herb
> >
> > From: Assembly for the Teaching of English Grammar
> > [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
> > Sent: Monday, August 08, 2011 1:14 PM
> > To: [log in to unmask]
> > Subject: Re: Holding their interest
> >
> > Seth -
> >
> > Thanks for the reference. This thread fits with a project on academic
> > discourse that I'm trying to develop. Perhaps one characteristic that
> > Graff proposes that might be different from the Rogerian model is his
> > insistence that - after all the listening and understanding -
> > writers/academics must finally take a position that differs from that of
> > their interlocutors/respondents. For example, in his book "Clueless in
> > Academe," he offers significant criticism of Deborah Tannen and the views
> > she expresses in her book, "The Argument Culture: Moving from Debate to
> > Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's
> > thesis is the confrontational quality of the book itself. . . Tannen
> > enacts the behavior she objects to" (89). Similarly in "They Say," Graff
> > advances a method that will enhance the ability of students to argue, not
> > diminish it. His "listening and understanding" component, as I understand
> > it, is presented not as a way to be non-confrontational but rather as a
> > means to make sure that the resulting argument is telling and effective,
> > much the same way that he demonstrates his understanding of Tannen's
> > position in order to methodically destroy it.
> >
> > To return to the theme of the thread - "Holding their interest" - perhaps
> > this discussion will help hold student interest by showing them that in
> > order to develop a powerful argument for their position, they must first
> > thoroughly understand the point of view of the person with whom they
> > disagree - and, more interestingly, in order to have something interesting
> > to say, they must find an area where they do disagree.
> >
> > Geoff Layton
> >
> >> Date: Mon, 8 Aug 2011 11:41:33 -0500
> >> From:
> > Visit ATEG's web site at http://ateg.org/
> >
> > To join or leave this LISTSERV list, please visit the list's web interface
> > at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
> > leave the list"
> >
> > Visit ATEG's web site at http://ateg.org/
> >
> > To join or leave this LISTSERV list, please visit the list's web interface
> > at:
> > http://listserv.muohio.edu/archives/ateg.html
> > and select "Join or leave the list"
> >
> > Visit ATEG's web site at http://ateg.org/
> >
>
> To join or leave this LISTSERV list, please visit the list's web interface at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
>
> Visit ATEG's web site at http://ateg.org/
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Craig Yes! Reducing grammar to error is the main reason it loses interest. It also distorts the subject considerably in the process.
Now the question is - how can we use grammar to teach writing in a basic writing course? It seems to me that interest in grammar increases only as students become more specialized as language learners. Geoff Layton > Date: Mon, 8 Aug 2011 21:23:46 -0400 > From: [log in to unmask]> Subject: RTo join or leave this LISTSERV list, please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
========================================================================Date: Mon, 8 Aug 2011 22:33:25 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: "STAHLKE, HERBERT F" <[log in to unmask]>
Subject: Re: Losing their interest?
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Craig,
The Longman Grammar of Spoken and Written English was one of the books I had in mind. He and his co-authors have produced a thoroughly corpus based reference grammar and show the distribution of forms and constructions across different genres.
Herb
-----Original Message-----
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Craig Hancock
Sent: Monday, August 08, 2011 9:24 PM
To: [log in to unmask]
Subject: Re: Losing their interest?
Herb,
I recommend the Longman Student Grammar as a highly interesting text based on those explorations (Biber et. al.) when I first ordered it, I got a phone call from one of their editors who was surprised I was using it outside of ESL. I use it in a third year class I have developed for the Linguistics Department: Writing, Reading, and Language. It's a Writing Intensive course (students need to take an upper level writing intensive course for graduation)that explores the usefulness of knowledge about language for reading and writing. We take a genre centered approach, not only exploring the language features of different genres, but writing within those genres as we do so. The overwhelming consensus among those students is that knowledge about language is extraordinarily useful. I tend to get good student reviews when I teach, but this course is exceptionally well received.
We do a lot of grammar, but it is not at all focused on error. It seems to me that reducing grammar to error is the main reason it loses interest. It also distorts the subject considerably in the process.
Jane mentions passive voice in scientific writing. It helps to know that the passive is not just a stylistic option, but that there are highly functional reasons for its increased use in scientific contexts.
Treating the passive as an error not only drains interest, but distorts language in the process.
Craig
> Geoff,
>
> I suspect your question is a decade or two away from having a good
> methodology and content that are based on the study of discourse.
> Douglas Biber, in several books and a lot of articles, investigates
> how different genres use different grammatical features and
> constructions. I don't know if anyone has made a serious attempt to
> base a grammar pedagogy on his sort of analysis and his findings, but
> it strikes me as one of those areas where a team of writing teachers
> and linguists could make some interesting progress.
>
> Herb
>
> From: Assembly for the Teaching of English Grammar
> [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
> Sent: Monday, August 08, 2011 8:35 PM
> To: [log in to unmask]
> Subject: Losing their interest?
>
> This has been a great discussion - but there's one little thing
> missing - GRAMMAR! My guess is that as soon as Mike Rose's "Goddess Grammatica"
> pokes her head in the classroom door (I always picture her as Elmira
> Gulch/Wicked Witch of the West/Dorothy Hamilton in Oz), all of the
> "children" (don't all students turn into fearful little children at
> the thought of having to deal with grammar?) run away terrified. How
> do we bring grammar into this discussion without "losing them"?
>
> Geoff Layton
>
> ________________________________
> Date: Mon, 8 Aug 2011 17:10:16 -0700
> From: [log in to unmask]
> Subject: Re: Holding their interest
> To: [log in to unmask]
> Herb & Geoff,
>
> I think that one of the advantages of the They Say/I Say text is that
> it opens an opportunity to have students investigate issues before
> they take a position. Of course, all that depends upon how we actually
> use the text in the classroom. I like your idea of having the
> students explain the history of an argument or issue and not express
> an opinion. Craig's mantra (on another recent e-mail) is profoundly
> logical. However, it seems to me that eventually, they need to examine
> the arguments & histories of issues and think about/examine where they
> stand. Hopefully, they will think before they leap.
>
> Question for those of you who use the text: Do you use the basic text
> only or the text that includes readings on various issues?
>
> Paul D.
>
> "If this were play'd upon a stage now, I could condemn it as an
> improbable fiction" (_Twelfth Night_ 3.4.127-128).
>
>
> ________________________________
> From: Geoffrey Layton <[log in to unmask]>
> To: [log in to unmask]
> Sent: Mon, August 8, 2011 4:57:24 PM
> Subject: Re: Holding their interest
> Herb -
>
> Your comments are not at all tangential. They get straight to the
> heart of what I consider to be an essential debate about the role of
> argument in the freshman comp (or any comp) classroom - the "great
> arguments" - abortion, evolution, gay marriage, gun control, wars in
> every age and era (but particularly Iraq, Afghanistan and Vietnam
> along with Palistine and the entire Middle East), torture - all of
> these and more are indeed, what evoke (and provoke!) student interest.
> But they are also what cause chaos in the classroom (or, as you mention, the dinner table).
>
> The only way I've been able to deal with this problem - allowing
> students full participation in debating these issues (in the context
> of their writing assignments and class discussion) while keeping the
> lid on the chaos - is to follow the path that Stanley Fish lays out in
> his excellent book "Save the World on Your Own Time." His injunction
> is quite simple - nobody, including the teacher, can take a personal
> position. The pedagogy is designed to show students how people argue
> and why the arguments are effective, not taking a position and defending it.
>
> In practical terms, the phrase I've found that pays is one that I
> picked up from Ralph Cintron, a remarkable rhetorician at UIC - "What
> must be in place for . . . ?" So applied to the issue of evolution,
> the question becomes "What must be in place for someone to reject
> evolution?" Put this way, I think that putting the people who reject
> evolution as simple-minded Bible-thumpers or emotionally dependent
> children is a bit too severe as this devolves into ad hominem reasoning.
>
> Geoff Layton
>
> ________________________________
> Date: Mon, 8 Aug 2011 16:37:09 -0400
> From: [log in to unmask]
> Subject: Re: Holding their interest
> To: [log in to unmask]
> Thanks to all of you for one of the most interesting and thoughtfully
> argued threads we've had in a while.
>
> I have a question that may be tangential to this topic, or at least a
> narrower focus. I should say first that while I have taught both ESL
> writing and Freshman writing, I am not a writing teacher, and threads
> like this always leave me with a lot of respect for those who perform
> these tasks and perform them well.
>
> When I've taught writing, I've often been encouraged to avoid topics
> like abortion and creationism vs. evolution because it's so difficult
> for student writers to separate themselves from the issues and from
> the social consequences of taking a position. As an example of this,
> I had dinner with my oldest son last night, and we got to talking
> about a good friend of his at work. She is well educated, well read,
> and has thoughtful views on a lot of topics. Evolution came up
> recently in one of their conversations, and her response was, "Oh, I don't believe in evolution.
> The evidence for it is not very strong." My son was surprised at her
> reaction. She comes from a Southern Baptist background but is no
> longer connected to that or any other denomination, so her reasons for
> rejecting evolution, and she confirms this, are not religious. I
> suggested to him that perhaps the reason for her position was a matter of social identity.
> Her family and the community she grew up in are devout and accept the
> biblical creation story literally. Rejecting evolution is a matter of
> family identity. She can become a backslid Baptist, and that's
> lamentable, but for her to accept evolution would be to reject her family.
>
> In a case like this, a position on evolution or creation or abortion
> is not an intellectual stance; it's a matter of cultural and social
> identity, and that makes it very hard to think critically about it.
> I've found in UG classes where we deal with dialectology the notion "social class"
> sometimes gets rejected out of hand as Marxist, and no amount of
> discussion will shake that position. This is also one of those
> defining stances.
>
> Is a writing class the place to get students to question such elements
> of their identity and look at themselves more critically? How does
> one go about this?
>
> Herb
>
> From: Assembly for the Teaching of English Grammar
> [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
> Sent: Monday, August 08, 2011 1:14 PM
> To: [log in to unmask]
> Subject: Re: Holding their interest
>
> Seth -
>
> Thanks for the reference. This thread fits with a project on academic
> discourse that I'm trying to develop. Perhaps one characteristic that
> Graff proposes that might be different from the Rogerian model is his
> insistence that - after all the listening and understanding -
> writers/academics must finally take a position that differs from that
> of their interlocutors/respondents. For example, in his book "Clueless
> in Academe," he offers significant criticism of Deborah Tannen and the
> views she expresses in her book, "The Argument Culture: Moving from
> Debate to Dialogue." As he puts it, "Perhaps the most telling
> refutation of Tannen's thesis is the confrontational quality of the
> book itself. . . Tannen enacts the behavior she objects to" (89).
> Similarly in "They Say," Graff advances a method that will enhance the
> ability of students to argue, not diminish it. His "listening and
> understanding" component, as I understand it, is presented not as a
> way to be non-confrontational but rather as a means to make sure that
> the resulting argument is telling and effective, much the same way
> that he demonstrates his understanding of Tannen's position in order to methodically destroy it.
>
> To return to the theme of the thread - "Holding their interest" -
> perhaps this discussion will help hold student interest by showing
> them that in order to develop a powerful argument for their position,
> they must first thoroughly understand the point of view of the person
> with whom they disagree - and, more interestingly, in order to have
> something interesting to say, they must find an area where they do disagree.
>
> Geoff Layton
>
>> Date: Mon, 8 Aug 2011 11:41:33 -0500
>> From:
> Visit ATEG's web site at http://ateg.org/
> ist,%20please%20visit%20the%20list's%20web%20interface%20at:%20%20%20%
> 20%20http://listserv.muohio.edu/archives/ateg.htmland%20select%20>
> To join or leave this LISTSERV list, please visit the list's web
> interface
> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
> leave the list"
>
> Visit ATEG's web site at http://ateg.org/
>
> To join or leave this LISTSERV list, please visit the list's web
> interface
> at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
>
> Visit ATEG's web site at http://ateg.org/
>
To join or leave this LISTSERV list, please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at:
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and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
========================================================================Date: Mon, 8 Aug 2011 22:55:57 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: John Chorazy <[log in to unmask]>
Subject: Re: Holding their interest
In-Reply-To: <[log in to unmask]>
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Herb - it seems your "suggestion" to your son about his friend suggests just
as much about your stance(s), and at the same time assumes quite a bit.
A good class - be it a Lit or writing class - is a place to explore,
discover, define, redefine, and analyze one's identity as well as that of
texts and their authors and societies... as long as that process
is encouraged for *all* students of *all* stances - not just for those who
need it more because they hold supposed anti-intellectual positions.
Respectfully,
John
On Mon, Aug 8, 2011 at 4:37 PM, STAHLKE, HERBERT F <[log in to unmask]> wrote:
> Thanks to all of you for one of the most interesting and thoughtfully
> argued threads weve had in a while.****
>
> ** **
>
> I have a question that may be tangential to this topic, or at least a
> narrower focus. I should say first that while I have taught both ESL
> writing and Freshman writing, I am not a writing teacher, and threads like
> this always leave me with a lot of respect for those who perform these tasks
> and perform them well.****
>
> ** **
>
> When Ive taught writing, Ive often been encouraged to avoid topics like
> abortion and creationism vs. evolution because its so difficult for student
> writers to separate themselves from the issues and from the social
> consequences of taking a position. As an example of this, I had dinner with
> my oldest son last night, and we got to talking about a good friend of his
> at work. She is well educated, well read, and has thoughtful views on a lot
> of topics. Evolution came up recently in one of their conversations, and
> her response was, Oh, I dont believe in evolution. The evidence for it is
> not very strong. My son was surprised at her reaction. She comes from a
> Southern Baptist background but is no longer connected to that or any other
> denomination, so her reasons for rejecting evolution, and she confirms this,
> are not religious. I suggested to him that perhaps the reason for her
> position was a matter of social identity. Her family and the community she
> grew up in are devout and accept the biblical creation story literally.
> Rejecting evolution is a matter of family identity. She can become a
> backslid Baptist, and thats lamentable, but for her to accept evolution
> would be to reject her family.****
>
> ** **
>
> In a case like this, a position on evolution or creation or abortion is not
> an intellectual stance; its a matter of cultural and social identity, and
> that makes it very hard to think critically about it. Ive found in UG
> classes where we deal with dialectology the notion social class sometimes
> gets rejected out of hand as Marxist, and no amount of discussion will shake
> that position. This is also one of those defining stances.****
>
> ** **
>
> Is a writing class the place to get students to question such elements of
> their identity and look at themselves more critically? How does one go
> about this?****
>
> ** **
>
> Herb
>
--
John Chorazy
English III Honors and Academic
Pequannock Township High School
973.616.6000
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Herb - it seems your "suggestion" to your son about his friend suggests just as much about your stance(s), and at the same time assumes quite a bit.
A good class - be it a Lit or writing class - is a place to explore, discover, define, redefine, and analyze one's identity as well as that of texts and their authors and societies... as long as that process is encouraged for all students of all stances - not just for those who need it more because they hold supposed anti-intellectual positions.
Respectfully,
John
On Mon, Aug 8, 2011 at 4:37 PM, STAHLKE, HERBERT F <[log in to unmask]> wrote:
Thanks to all of you for one of the most interesting and thoughtfully argued threads weve had in a while.
I have a question that may be tangential to this topic, or at least a narrower focus. I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well.
When Ive taught writing, Ive often been encouraged to avoid topics like abortion and creationism vs. evolution because its so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position. As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work. She is well educated, well read, and has thoughtful views on a lot of topics. Evolution came up recently in one of their conversations, and her response was, Oh, I dont believe in evolution. The evidence for it is not very strong. My son was surprised at her reaction. She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious. I suggested to him that perhaps the reason for her position was a matter of social identity. Her family and the community she grew up in are devout and accept the biblical creation story literally. Rejecting evolution is a matter of family identity. She can become a backslid Baptist, and thats lamentable, but for her to accept evolution would be to reject her family.
In a case like this, a position on evolution or creation or abortion is not an intellectual stance; its a matter of cultural and social identity, and that makes it very hard to think critically about it. Ive found in UG classes where we deal with dialectology the notion social class sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances.
Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?
Herb
--
John Chorazy
English III Honors and Academic
Pequannock Township High School
973.616.6000
To join or leave this LISTSERV list, please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
--20cf3011d803f7288a04aa09b307--
========================================================================Date: Tue, 9 Aug 2011 13:38:19 +0300
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<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: M C Johnstone <[log in to unmask]>
Subject: Re: Holding their interest
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Hi Carol,
You say that "students have to be able to master the sentence and
paragraph and even a short essay, ... before they can venture
into the complexities of argument and debate." A lot of people
share your view and it fits nicely into an academic taxonomy of
lower and higher order skills. I teach EFL composition at
post-secondary level in Saudi Arabia. I draw heavily on the AP
English Language and Composition curriculum developed by ETS.
That curriculum places considerable emphasis on critical
thinking, informal logic, and rhetoric/argumentation. While AP
courses are typically offered in high schools, they are not for
"basic writers," although, we may have some problem here
discovering what, exactly, a "basic writer" is.
I agree that students need to master the basic forms of sentence
and paragraph before they can hope to claim competency in
composition. Capote is supposed to have said of Kerouac that not
all typing is writing, but with many of our students, just
getting them to type 500 words is sometimes a small victory and I
could always say, "It makes no sense at all, you write just like
Jack!" and take it from there.
I do not agree that grammar and syntax are lower order skills
that must be mastered before moving on to higher order rhetoric
and composition. These are just different dimensions of
communication. You did not say "higher" and "lower" order but
this is what I understood from your message, and I have heard
this a lot from colleagues.
For grammar and syntax I use Ed Vavra's KISS method. I can't say
whether it works or not, and students find it very tedious, but I
have been impressed by the ability of Arab students to correctly
parse a wide variety of English literary texts. I have also seen
their writing improve as they do this but I cannot demonstrate
that this improvement is a consequence of the parsing exercises.
It has helped me a lot in teaching students to write "in
sentences" since it enables me to define what a sentence is in
terms that are comprehensible and useful to students. This
is especially critical for my students since Arabic has an even
less secure notion of the sentence than English does.
I think that we can teach composition and thinking skills
together. Indeed, I think we really should be doing this.
According to a study conducted by ETS in 2000 to determine the
skills necessary for success in higher education, faculty,
regardless of department, are primarily concerned with skills
such as listening, comprehending, discerning main ideas in
reading, organizing, and making inferences. [1] These are all
skills that reasonably fall to English departments. I know you
are not arguing against teaching these, but merely saying that
"basic writing" skills should be pre-requesite to them.
I think that some of this has to do with the view that writing is
a describable process: If only students follow our process, they
will produce minimally acceptable work. I believed this for a
long time, and taught it, even though I am not a process writer.
It started to make more sense to me after I read Joan Didion's
"Why I Write." For Didion, writing is thinking and it cannot be
planned or orchestrated, it just happens. I think this is
probably true for a lot of people: it is for me. For us, writing
emerges and is then shaped. If you will not allow me to think
before learning to write, then I will never learn to write.
Of course, this can lead to more typing than writing - the longer
you spend on it, the shorter it becomes. It is like cutting a
diamond: the smaller it becomes, the more beautiful it is, up to
a point. After that, it just gets smaller.
As for banal essay topics, EB White did a masterful job with
"What I did on my summer vacation." I have used his "Once More
to the Lake" with EFL students as well. I would not use it, or
anything else, as a "template" though. Reading is the other half
of writing.
Mark
[1] Summary, Presentation at TESOL 2008, New York, New York, Mark
Algren, Mary MacGuinness (University of Kansas); Susan Matson,
ELS Language Centers. See
[1]http://www.saudistudentteam.com/yahoo_site_admin/assets/docs/K
U-ELS-Summaryof_Project.87192434.pdf
On Mon, 08 Aug 2011 16:27 -0700, "Carol Morrison"
<[log in to unmask]> wrote:
Mark: I agree that thinking critically is important and people
should be able to express their views. There are plenty of forums
for students to do that in Critical Reading and Writing classes,
Critical Theory, Literary Analysis, and so forth. I just think
that for the Basic Writer this is a lot to take on and they need
the basics first, the forms and format of writing that Geoff
talked about with Stanley Fish, who by the way, I am most anxious
to read. Students have to be able to master the sentence and
paragraph and even a short essay, I believe, before they can
venture into the complexities of argument and debate. Often times
in my writing classes, I have found students who can express
themselves very well orally, but this doesnât translate into
their writing. Of course it is interesting to debate hot topics,
but the goal for me in my basic writing classes is to enable
students to write clear and concise prose that are grammatically
sound for the most part. AhemâĤâGood Housekeeping Seal of
Approvalâ? Those topics arenât that bad. I remember back when we
had to give a Diagnostic essay the first day for COMP 101 and
lots of students were eager to write about their summer
vacations. Many interesting things can come up with topics which
at face value may seem trivial.Carol
--- On Mon, 8/8/11, M C Johnstone <[log in to unmask]> wrote:
From: M C Johnstone <[log in to unmask]>
Subject: Re: Holding their interest
To: [log in to unmask]
Date: Monday, August 8, 2011, 6:56 PM
This is a fascinating discussion. It began with a question about
engaging students, then observations that when students are
engaged in a topic or argument, all hell breaks loose and the
"pedagogical objectives" are lost, and now returns to advice to
stick to innocuous topics, which are unlikely to engaging anyone
and so, presumably, not threaten the pre-determined outcomes,
which no student would likely be capable of identifying within
several days of the exam, either side, anyway.
I teach EFL composition in Saudi Arabia. EFL abounds with
mind-numbing topics. What I see in this is a choice, usually made
by the teacher, to focus on outcomes or to focus on students and
their education. I would much rather deal with controversial
topics - and in my experience, so would students - than with
those bearing the Good Housekeeping Seal of Approval.
Evolution is one of those topics that are deemed to be too hot to
poke. Muslim get about as het up over this as do some of the more
fundamentalist varieties of Christians. Paranoia over this is so
intense here that our biology department avoids all mention of
it. Since they don't talk about it in biology, we can talk about
it in English.
I agree with Herb that there are socially determined positions;
positions from which it is difficult for students to disengage
themselves. However, I also think that it is important that
people learn to examine their own views critically and
then become able to advocate those views from a position of
knowledge rather than from a position of fear. This, rather than
sterile mastery of forms, is what education must be about.
If thinking critically is a liberating act, and if this
liberation is the primary reason for promoting thought as a
skill, then we really ought to start with topics that matter to
people. These socially determined positions seem to me to be an
ideal place to start.
Mark
On Mon, 08 Aug 2011 15:25 -0700, "Carol Morrison"
<[log in to unmask]> wrote:
"In a case like this, a position on evolution or creation or
abortion is not an intellectual stance; itâs a matter of cultural
and social identity, and that makes it very hard to think
critically about it. Iâve found in UG classes where we deal with
dialectology the notion âsocial classâ sometimes gets rejected
out of hand as Marxist, and no amount of discussion will shake
that position. This is also one of those defining stances.
Is a writing class the place to get students to question such
elements of their identity and look at themselves more
critically? How does one go about this?"
I agree Herb, from my past experience teaching COMP 101, which
featured an argument paper, that it is difficult for students to
reason intellectually when they are emotionally charged from
controversial topics such as religion or gay marriage. I think
for them to engage in a more civil discourse, and one stemming
from reason and analysis rather than emotion, the point of
departure needs to be different. I particularly liked what Geoff
said about âcommonplacesâ and I thought of introducing more
innocuous topics for the freshman to write about such as their
experiences in the dining hall or bookstore; âfirst dayâ
experiences, and so forth. Since I have returned to the same
community college after two years of absence, the âargumentâ
paper has now changed to a mini-research paper. Iâll be teaching
(2) basic writing classes which consist of basic grammar
instruction and sentence and paragraph writing, and then one
section of COMP 101. There is so much I can do during class
time; the question for me now as I write my syllabi is what!
Carol Morrison
--- On Mon, 8/8/11, STAHLKE, HERBERT F <[log in to unmask]> wrote:
From: STAHLKE, HERBERT F <[log in to unmask]>
Subject: Re: Holding their interest
To: [log in to unmask]
Date: Monday, August 8, 2011, 4:37 PM
Thanks to all of you for one of the most interesting and
thoughtfully argued threads weâve had in a while.
I have a question that may be tangential to this topic, or at
least a narrower focus. I should say first that while I have
taught both ESL writing and Freshman writing, I am not a
writing teacher, and threads like this always leave me with a
lot of respect for those who perform these tasks and perform
them well.
When Iâve taught writing, Iâve often been encouraged to avoid
topics like abortion and creationism vs. evolution because
itâs so difficult for student writers to separate themselves
from the issues and from the social consequences of taking a
position. As an example of this, I had dinner with my oldest
son last night, and we got to talking about a good friend of
his at work. She is well educated, well read, and has
thoughtful views on a lot of topics. Evolution came up
recently in one of their conversations, and her response was,
âOh, I donât believe in evolution. The evidence for it is not
very strong.â My son was surprised at her reaction. She
comes from a Southern Baptist background but is no longer
connected to that or any other denomination, so her reasons
for rejecting evolution, and she confirms this, are not
religious. I suggested to him that perhaps the reason for her
position was a matter of social identity. Her family and the
community she grew up in are devout and accept the biblical
creation story literally. Rejecting evolution is a matter of
family identity. She can become a backslid Baptist, and
thatâs lamentable, but for her to accept evolution would be to
reject her family.
In a case like this, a position on evolution or creation or
abortion is not an intellectual stance; itâs a matter of
cultural and social identity, and that makes it very hard to
think critically about it. Iâve found in UG classes where we
deal with dialectology the notion âsocial classâ sometimes
gets rejected out of hand as Marxist, and no amount of
discussion will shake that position. This is also one of
those defining stances.
Is a writing class the place to get students to question such
elements of their identity and look at themselves more
critically? How does one go about this?
Herb
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Monday, August 08, 2011 1:14 PM
To: [log in to unmask]
Subject: Re: Holding their interest
Seth -
Thanks for the reference. This thread fits with a project on
academic discourse that I'm trying to develop. Perhaps one
characteristic that Graff proposes that might be different from
the Rogerian model is his insistence that - after all the
listening and understanding - writers/academics must finally take
a position that differs from that of their
interlocutors/respondents. For example, in his book "Clueless in
Academe," he offers significant criticism of Deborah Tannen and
the views she expresses in her book, "The Argument Culture:
Moving from Debate to Dialogue." As he puts it, "Perhaps the most
telling refutation of Tannen's thesis is the confrontational
quality of the book itself. . . Tannen enacts the behavior she
objects to" (89). Similarly in "They Say," Graff advances a
method that will enhance the ability of students to argue, not
diminish it. His "listening and understanding" component, as I
understand it, is presented not as a way to be
non-confrontational but rather as a means to make sure that the
resulting argument is telling and effective, much the same way
that he demonstrates his understanding of Tannen's position in
order to methodically destroy it.
To return to the theme of the thread - "Holding their interest" -
perhaps this discussion will help hold student interest by
showing them that in order to develop a powerful argument for
their position, they must first thoroughly understand the point
of view of the person with whom they disagree - and, more
interestingly, in order to have something interesting to say,
they must find an area where they do disagree.
Geoff Layton
> Date: Mon, 8 Aug 2011 11:41:33 -0500
> From:
[2]Visit ATEG's web site at http://ateg.org/
References
1. http://www.saudistudentteam.com/yahoo_site_admin/assets/docs/KU-ELS-Summaryof_Project.87192434.pdf
2. http://us.mc1121.mail.yahoo.com/mc/compose?toTojoinorleavethisLISTSERVlist,pleasevisitthelist'swebinterfaceat:http://listserv.muohio.edu/archives/ateg.htmlandselect
--
[log in to unmask]
To join or leave this LISTSERV list, please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
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Date: Tue, 9 Aug 2011 06:38:19 -0400
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Hi Carol,
You say that "students have to be able to master the sentence and paragraph and even a short essay, ... before they can venture into the complexities of argument and debate." A lot of people share your view and it fits nicely into an academic taxonomy of lower and higher order skills. I teach EFL composition at post-secondary level in Saudi Arabia. I draw heavily on the AP English Language and Composition curriculum developed by ETS. That curriculum places considerable emphasis on critical thinking, informal logic, and rhetoric/argumentation. While AP courses are typically offered in high schools, they are not for "basic writers," although, we may have some problem here discovering what, exactly, a "basic writer" is.
I agree that students need to master the basic forms of sentence and paragraph before they can hope to claim competency in composition. Capote is supposed to have said of Kerouac that not all typing is writing, but with many of our students, just getting them to type 500 words is sometimes a small victory and I could always say, "It makes no sense at all, you write just like Jack!" and take it from there.
I do not agree that grammar and syntax are lower order skills that must be mastered before moving on to higher order rhetoric and composition. These are just different dimensions of communication. You did not say "higher" and "lower" order but this is what I understood from your message, and I have heard this a lot from colleagues.
For grammar and syntax I use Ed Vavra's KISS method. I can't say whether it works or not, and students find it very tedious, but I have been impressed by the ability of Arab students to correctly parse a wide variety of English literary texts. I have also seen their writing improve as they do this but I cannot demonstrate that this improvement is a consequence of the parsing exercises. It has helped me a lot in teaching students to write "in sentences" since it enables me to define what a sentence is in terms that are comprehensible and useful to students. This is especially critical for my students since Arabic has an even less secure notion of the sentence than English does.
I think that we can teach composition and thinking skills together. Indeed, I think we really should be doing this. According to a study conducted by ETS in 2000 to determine the skills necessary for success in higher education, faculty, regardless of department, are primarily concerned with skills such as listening, comprehending, discerning main ideas in reading, organizing, and making inferences. [1] These are all skills that reasonably fall to English departments. I know you are not arguing against teaching these, but merely saying that "basic writing" skills should be pre-requesite to them.
I think that some of this has to do with the view that writing is a describable process: If only students follow our process, they will produce minimally acceptable work. I believed this for a long time, and taught it, even though I am not a process writer. It started to make more sense to me after I read Joan Didion's "Why I Write." For Didion, writing is thinking and it cannot be planned or orchestrated, it just happens. I think this is probably true for a lot of people: it is for me. For us, writing emerges and is then shaped. If you will not allow me to think before learning to write, then I will never learn to write.
Of course, this can lead to more typing than writing - the longer you spend on it, the shorter it becomes. It is like cutting a diamond: the smaller it becomes, the more beautiful it is, up to a point. After that, it just gets smaller.
As for banal essay topics, EB White did a masterful job with "What I did on my summer vacation." I have used his "Once More to the Lake" with EFL students as well. I would not use it, or anything else, as a "template" though. Reading is the other half of writing.
Mark
Mark: I agree that thinking critically is important and people should be able to express their views. There are plenty of forums for students to do that in Critical Reading and Writing classes, Critical Theory, Literary Analysis, and so forth. I just think that for the Basic Writer this is a lot to take on and they need the basics first, the forms and format of writing that Geoff talked about with Stanley Fish, who by the way, I am most anxious to read. Students have to be able to master the sentence and paragraph and even a short essay, I believe, before they can venture into the complexities of argument and debate. Often times in my writing classes, I have found students who can express themselves very well orally, but this doesn’t translate into their writing. Of course it is interesting to debate hot topics, but the goal for me in my basic writing classes is to enable students to write clear and concise prose that are grammatically sound for the most part. Ahem…”Good Housekeeping Seal of Approval”? Those topics aren’t that bad. I remember back when we had to give a Diagnostic essay the first day for COMP 101 and lots of students were eager to write about their summer vacations. Many interesting things can come up with topics which at face value may seem trivial.Carol
--- On Mon, 8/8/11, M C Johnstone <[log in to unmask]> wrote:
From: M C Johnstone <[log in to unmask]>
Subject: Re: Holding their interest
To: [log in to unmask]
Date: Monday, August 8, 2011, 6:56 PM
This is a fascinating discussion. It began with a question about engaging students, then observations that when students are engaged in a topic or argument, all hell breaks loose and the "pedagogical objectives" are lost, and now returns to advice to stick to innocuous topics, which are unlikely to engaging anyone and so, presumably, not threaten the pre-determined outcomes, which no student would likely be capable of identifying within several days of the exam, either side, anyway.
I teach EFL composition in Saudi Arabia. EFL abounds with mind-numbing topics. What I see in this is a choice, usually made by the teacher, to focus on outcomes or to focus on students and their education. I would much rather deal with controversial topics - and in my experience, so would students - than with those bearing the Good Housekeeping Seal of Approval.
Evolution is one of those topics that are deemed to be too hot to poke. Muslim get about as het up over this as do some of the more fundamentalist varieties of Christians. Paranoia over this is so intense here that our biology department avoids all mention of it. Since they don't talk about it in biology, we can talk about it in English.
I agree with Herb that there are socially determined positions; positions from which it is difficult for students to disengage themselves. However, I also think that it is important that people learn to examine their own views critically and then become able to advocate those views from a position of knowledge rather than from a position of fear. This, rather than sterile mastery of forms, is what education must be about.
If thinking critically is a liberating act, and if this liberation is the primary reason for promoting thought as a skill, then we really ought to start with topics that matter to people. These socially determined positions seem to me to be an ideal place to start.
Mark
"In a case like this, a position on evolution or creation or abortion is not an intellectual stance; it’s a matter of cultural and social identity, and that makes it very hard to think critically about it. I’ve found in UG classes where we deal with dialectology the notion “social class” sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances.
|
Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?"
I agree Herb, from my past experience teaching COMP 101, which featured an argument paper, that it is difficult for students to reason intellectually when they are emotionally charged from controversial topics such as religion or gay marriage. I think for them to engage in a more civil discourse, and one stemming from reason and analysis rather than emotion, the point of departure needs to be different. I particularly liked what Geoff said about “commonplaces” and I thought of introducing more innocuous topics for the freshman to write about such as their experiences in the dining hall or bookstore; “first day” experiences, and so forth. Since I have returned to the same community college after two years of absence, the “argument” paper has now changed to a mini-research paper. I’ll be teaching (2) basic writing classes which consist of basic grammar instruction and sentence and paragraph writing, and then one section of COMP 101. There is so much I can do during class time; the question for me now as I write my syllabi is what!
Carol Morrison
From: STAHLKE, HERBERT F <[log in to unmask]>
Subject: Re: Holding their interest
To: [log in to unmask]
Date: Monday, August 8, 2011, 4:37 PM
Thanks to all of you for one of the most interesting and thoughtfully argued threads we’ve had in a while.
I have a question that may be tangential to this topic, or at least a narrower focus. I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well.
When I’ve taught writing, I’ve often been encouraged to avoid topics like abortion and creationism vs. evolution because it’s so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position. As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work. She is well educated, well read, and has thoughtful views on a lot of topics. Evolution came up recently in one of their conversations, and her response was, “Oh, I don’t believe in evolution. The evidence for it is not very strong.” My son was surprised at her reaction. She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious. I suggested to him that perhaps the reason for her position was a matter of social identity. Her family and the community she grew up in are devout and accept the biblical creation story literally. Rejecting evolution is a matter of family identity. She can become a backslid Baptist, and that’s lamentable, but for her to accept evolution would be to reject her family.
In a case like this, a position on evolution or creation or abortion is not an intellectual stance; it’s a matter of cultural and social identity, and that makes it very hard to think critically about it. I’ve found in UG classes where we deal with dialectology the notion “social class” sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances.
Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?
Herb
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Monday, August 08, 2011 1:14 PM
To: [log in to unmask]
Subject: Re: Holding their interest
Seth -
Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding - writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances a method that will enhance the ability of students to argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way to be non-confrontational but rather as a means to make sure that the resulting argument is telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it.
To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree.
Geoff Layton
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Subject: Re: Holding their interest
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John,
You raise a difficult issue. Clearly I have a stance, and it's as necessary and fair to contest its foundations as those of people I with different stances. The issue, however, is not whether all stances should be contested but how a stance holds up under such examination. I empathize with my son's friend because I come from a similar family background, conservative Lutheran rather than Southern Baptist, but both share a strong commitment to 19th c. biblical literalism. It took me years of sometimes agonizing thinking to reach a point where I could reconcile my faith with my experience and knowledge, and it required careful exploration and analysis of foundational beliefs. It has also separated me somewhat from some of my siblings who hold to the stances we grew up with. So I know both the need to examine and the difficulty and sometimes pain of the experience we are asking our students to undertake.
I do hold, however, that an examined stance, one that has developed through critical evaluation, has greater validity than one that has not been examined. What I am saying is that not all stances are equal, just as not all opinions are equal. I understand and even respect my son's friend's stance, or that of some of my siblings, and certainly acknowledge their right to maintain those stances. I understand also that those stances form a foundation for moral, ethical, and positive lives. That's in part why leading students through such an examination is a serious, troubling, disruptive endeavor-and necessary for their growth.
Herb
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of John Chorazy
Sent: Monday, August 08, 2011 10:56 PM
To: [log in to unmask]
Subject: Re: Holding their interest
Herb - it seems your "suggestion" to your son about his friend suggests just as much about your stance(s), and at the same time assumes quite a bit.
A good class - be it a Lit or writing class - is a place to explore, discover, define, redefine, and analyze one's identity as well as that of texts and their authors and societies... as long as that process is encouraged for all students of all stances - not just for those who need it more because they hold supposed anti-intellectual positions.
Respectfully,
John
On Mon, Aug 8, 2011 at 4:37 PM, STAHLKE, HERBERT F <[log in to unmask]> wrote:
Thanks to all of you for one of the most interesting and thoughtfully argued threads we've had in a while.
I have a question that may be tangential to this topic, or at least a narrower focus. I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well.
When I've taught writing, I've often been encouraged to avoid topics like abortion and creationism vs. evolution because it's so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position. As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work. She is well educated, well read, and has thoughtful views on a lot of topics. Evolution came up recently in one of their conversations, and her response was, "Oh, I don't believe in evolution. The evidence for it is not very strong." My son was surprised at her reaction. She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious. I suggested to him that perhaps the reason for her position was a matter of social identity. Her family and the community she grew up in are devout and accept the biblical creation story literally. Rejecting evolution is a matter of family identity. She can become a backslid Baptist, and that's lamentable, but for her to accept evolution would be to reject her family.
In a case like this, a position on evolution or creation or abortion is not an intellectual stance; it's a matter of cultural and social identity, and that makes it very hard to think critically about it. I've found in UG classes where we deal with dialectology the notion "social class" sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances.
Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?
Herb
--
John Chorazy
English III Honors and Academic
Pequannock Township High School
973.616.6000
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John, You raise a difficult issue. Clearly I have a stance, and it’s as necessary and fair to contest its foundations as those of people I with different stances. The issue, however, is not whether all stances should be contested but how a stance holds up under such examination. I empathize with my son’s friend because I come from a similar family background, conservative Lutheran rather than Southern Baptist, but both share a strong commitment to 19th c. biblical literalism. It took me years of sometimes agonizing thinking to reach a point where I could reconcile my faith with my experience and knowledge, and it required careful exploration and analysis of foundational beliefs. It has also separated me somewhat from some of my siblings who hold to the stances we grew up with. So I know both the need to examine and the difficulty and sometimes pain of the experience we are asking our students to undertake. I do hold, however, that an examined stance, one that has developed through critical evaluation, has greater validity than one that has not been examined. What I am saying is that not all stances are equal, just as not all opinions are equal. I understand and even respect my son’s friend’s stance, or that of some of my siblings, and certainly acknowledge their right to maintain those stances. I understand also that those stances form a foundation for moral, ethical, and positive lives. That’s in part why leading students through such an examination is a serious, troubling, disruptive endeavor—and necessary for their growth. Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of John Chorazy Sent: Monday, August 08, 2011 10:56 PM To: [log in to unmask] Subject: Re: Holding their interest Herb - it seems your "suggestion" to your son about his friend suggests just as much about your stance(s), and at the same time assumes quite a bit. A good class - be it a Lit or writing class - is a place to explore, discover, define, redefine, and analyze one's identity as well as that of texts and their authors and societies... as long as that process is encouraged for all students of all stances - not just for those who need it more because they hold supposed anti-intellectual positions. On Mon, Aug 8, 2011 at 4:37 PM, STAHLKE, HERBERT F <[log in to unmask]> wrote: Thanks to all of you for one of the most interesting and thoughtfully argued threads we’ve had in a while. I have a question that may be tangential to this topic, or at least a narrower focus. I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well. When I’ve taught writing, I’ve often been encouraged to avoid topics like abortion and creationism vs. evolution because it’s so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position. As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work. She is well educated, well read, and has thoughtful views on a lot of topics. Evolution came up recently in one of their conversations, and her response was, “Oh, I don’t believe in evolution. The evidence for it is not very strong.” My son was surprised at her reaction. She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious. I suggested to him that perhaps the reason for her position was a matter of social identity. Her family and the community she grew up in are devout and accept the biblical creation story literally. Rejecting evolution is a matter of family identity. She can become a backslid Baptist, and that’s lamentable, but for her to accept evolution would be to reject her family. In a case like this, a position on evolution or creation or abortion is not an intellectual stance; it’s a matter of cultural and social identity, and that makes it very hard to think critically about it. I’ve found in UG classes where we deal with dialectology the notion “social class” sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances. Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this? Herb --
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Subject: Re: Holding their interest
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Thank you, Mark for your thoughtful and informed response as well as for the ideas on teaching grammar. It is exciting for me to be back in the classroom and I feel privileged to be getting so much input from everyone on the list. I'm also looking forward to meeting my students and curious as to what sort of writing backgrounds they will be coming from. I know that in the past, most of the writers in the basic writing classes were typical freshman, 18 years, and recent high school grads, but others were young working adults in their 20âs or early 30âs, others still were professionals from various occupations returning to school, and then there were several ESL students who for whatever reason chose not to sign up for an ESL section, one reason being that those sections were filled. The text for my basic writing classes is: Focus on Writing: Paragraphs and Essays (Kirszner & Mandell). For COMP 101, Iâll be using Acting Out Culture: Reading and
Writing (James S. Miller) as well as the grammar handbook, A Writerâs Reference (Hacker & Sommers). Both classes can be supplemented with Blackboard if I choose to use the discussion thread feature, which I may do. Tonight we have a new teacherâs orientation, which will give me a tour of our newly renovated campus and all of the technological innovations that have entered the classrooms since Iâve been away!
Best-
Carol
--- On Tue, 8/9/11, M C Johnstone <[log in to unmask]> wrote:
From: M C Johnstone <[log in to unmask]>
Subject: Re: Holding their interest
To: [log in to unmask]
Date: Tuesday, August 9, 2011, 6:38 AM
Hi Carol,
Â
You say that "students have to be able to master the sentence and paragraph and even a short essay, ... before they can venture into the complexities of argument and debate." A lot of people share your view and it fits nicely into an academic taxonomy of lower and higher order skills. I teach EFL composition at post-secondary level in Saudi Arabia. I draw heavily on the AP English Language and Composition curriculum developed by ETS. That curriculum places considerable emphasis on critical thinking, informal logic, and rhetoric/argumentation. While AP courses are typically offered in high schools, they are not for "basic writers," although, we may have some problem here discovering what, exactly, a "basic writer" is.
Â
I agree that students need to master the basic forms of sentence and paragraph before they can hope to claim competency in composition. Capote is supposed to have said of Kerouac that not all typing is writing, but with many of our students, just getting them to type 500 words is sometimes a small victory and I could always say, "It makes no sense at all, you write just like Jack!" and take it from there.
Â
I do not agree that grammar and syntax are lower order skills that must be mastered before moving on to higher order rhetoric and composition. These are just different dimensions of communication. You did not say "higher" and "lower" order but this is what I understood from your message, and I have heard this a lot from colleagues.
Â
For grammar and syntax I use Ed Vavra's KISS method. I can't say whether it works or not, and students find it very tedious, but I have been impressed by the ability of Arab students to correctly parse a wide variety of English literary texts. I have also seen their writing improve as they do this but I cannot demonstrate that this improvement is a consequence of the parsing exercises. It has helped me a lot in teaching students to write "in sentences" since it enables me to define what a sentence is in terms that are comprehensible and useful to students. This is especially critical for my students since Arabic has an even less secure notion of the sentence than English does.
Â
I think that we can teach composition and thinking skills together. Indeed, I think we really should be doing this. According to a study conducted by ETS in 2000 to determine the skills necessary for success in higher education, faculty, regardless of department, are primarily concerned with skills such as listening, comprehending, discerning main ideas in reading, organizing, and making inferences. [1] These are all skills that reasonably fall to English departments. I know you are not arguing against teaching these, but merely saying that "basic writing" skills should be pre-requesite to them.
Â
I think that some of this has to do with the view that writing is a describable process: If only students follow our process, they will produce minimally acceptable work. I believed this for a long time, and taught it, even though I am not a process writer. It started to make more sense to me after I read Joan Didion's "Why I Write." For Didion, writing is thinking and it cannot be planned or orchestrated, it just happens. I think this is probably true for a lot of people: it is for me. For us, writing emerges and is then shaped. If you will not allow me to think before learning to write, then I will never learn to write.
Â
Of course, this can lead to more typing than writing - the longer you spend on it, the shorter it becomes. It is like cutting a diamond: the smaller it becomes, the more beautiful it is, up to a point. After that, it just gets smaller.
Â
As for banal essay topics, EB White did a masterful job with "What I did on my summer vacation."Â I have used his "Once More to the Lake" with EFL students as well. I would not use it, or anything else, as a "template" though. Reading is the other half of writing.
Â
Mark
Â
Â
[1] Summary, Presentation at TESOL 2008, New York, New York, Mark Algren, Mary MacGuinness (University of Kansas); Susan Matson, ELS Language Centers. See http://www.saudistudentteam.com/yahoo_site_admin/assets/docs/KU-ELS-Summaryof_Project.87192434.pdfÂ
Â
On Mon, 08 Aug 2011 16:27 -0700, "Carol Morrison" <[log in to unmask]> wrote:
Mark: I agree that thinking critically is important and people should be able to express their views. There are plenty of forums for students to do that in Critical Reading and Writing classes, Critical Theory, Literary Analysis, and so forth. I just think that for the Basic Writer this is a lot to take on and they need the basics first, the forms and format of writing that Geoff talked about with Stanley Fish, who by the way, I am most anxious to read. Students have to be able to master the sentence and paragraph and even a short essay, I believe, before they can venture into the complexities of argument and debate. Often times in my writing classes, I have found students who can express themselves very well orally, but this doesnât translate into their writing. Of course it is interesting to debate hot topics, but the goal for me in my basic writing classes is to enable students to write clear and concise prose that are grammatically sound for the
most part. AhemâĤâGood Housekeeping Seal of Approvalâ? Those topics arenât that bad. I remember back when we had to give a Diagnostic essay the first day for COMP 101 and lots of students were eager to write about their summer vacations. Many interesting things can come up with topics which at face value may seem trivial. Carol
--- On Mon, 8/8/11, M C Johnstone <[log in to unmask]> wrote:
From: M C Johnstone <[log in to unmask]>
Subject: Re: Holding their interest
To: [log in to unmask]
Date: Monday, August 8, 2011, 6:56 PM
This is a fascinating discussion. It began with a question about engaging students, then observations that when students are engaged in a topic or argument, all hell breaks loose and the "pedagogical objectives" are lost, and now returns to advice to stick to innocuous topics, which are unlikely to engaging anyone and so, presumably, not threaten the pre-determined outcomes, which no student would likely be capable of identifying within several days of the exam, either side, anyway.
Â
I teach EFL composition in Saudi Arabia. EFL abounds with mind-numbing topics. What I see in this is a choice, usually made by the teacher, to focus on outcomes or to focus on students and their education. I would much rather deal with controversial topics - and in my experience, so would students - than with those bearing the Good Housekeeping Seal of Approval.
Â
Evolution is one of those topics that are deemed to be too hot to poke. Muslim get about as het up over this as do some of the more fundamentalist varieties of Christians. Paranoia over this is so intense here that our biology department avoids all mention of it. Since they don't talk about it in biology, we can talk about it in English.
Â
I agree with Herb that there are socially determined positions; positions from which it is difficult for students to disengage themselves. However, I also think that it is important that people learn to examine their own views critically and then become able to advocate those views from a position of knowledge rather than from a position of fear. This, rather than sterile mastery of forms, is what education must be about.
Â
If thinking critically is a liberating act, and if this liberation is the primary reason for promoting thought as a skill, then we really ought to start with topics that matter to people. These socially determined positions seem to me to be an ideal place to start.
Â
Mark
Â
Â
Â
On Mon, 08 Aug 2011 15:25 -0700, "Carol Morrison" <[log in to unmask]> wrote:
"In a case like this, a position on evolution or creation or abortion is not an intellectual stance; itâs a matter of cultural and social identity, and that makes it very hard to think critically about it. Iâve found in UG classes where we deal with dialectology the notion âsocial classâ sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances.
Â
Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?"
I agree Herb, from my past experience teaching COMP 101, which featured an argument paper, that it is difficult for students to reason intellectually when they are emotionally charged from controversial topics such as religion or gay marriage. I think for them to engage in a more civil discourse, and one stemming from reason and analysis rather than emotion, the point of departure needs to be different. I particularly liked what Geoff said about âcommonplacesâ and I thought of introducing more innocuous topics for the freshman to write about such as their experiences in the dining hall or bookstore; âfirst dayâ experiences, and so forth. Since I have returned to the same community college after two years of absence, the âargumentâ paper has now changed to a mini-research paper. Iâll be teaching (2) basic writing classes which consist of basic grammar instruction and sentence and paragraph writing, and then one section of COMP 101. Â There
is so much I can do during class time; Â the question for me now as I write my syllabi is what!
Carol Morrison
--- On Mon, 8/8/11, STAHLKE, HERBERT F <[log in to unmask]> wrote:
From: STAHLKE, HERBERT F <[log in to unmask]>
Subject: Re: Holding their interest
To: [log in to unmask]
Date: Monday, August 8, 2011, 4:37 PM
Thanks to all of you for one of the most interesting and thoughtfully argued threads weâve had in a while.
Â
I have a question that may be tangential to this topic, or at least a narrower focus. I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well.
Â
When Iâve taught writing, Iâve often been encouraged to avoid topics like abortion and creationism vs. evolution because itâs so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position. As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work. She is well educated, well read, and has thoughtful views on a lot of topics. Evolution came up recently in one of their conversations, and her response was, âOh, I donât believe in evolution. The evidence for it is not very strong.â My son was surprised at her reaction. She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious. I suggested to him that perhaps the reason for her position was a matter of social identity. Her
family and the community she grew up in are devout and accept the biblical creation story literally. Rejecting evolution is a matter of family identity. She can become a backslid Baptist, and thatâs lamentable, but for her to accept evolution would be to reject her family.
Â
In a case like this, a position on evolution or creation or abortion is not an intellectual stance; itâs a matter of cultural and social identity, and that makes it very hard to think critically about it. Iâve found in UG classes where we deal with dialectology the notion âsocial classâ sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances.
Â
Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?
Â
Herb
Â
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Monday, August 08, 2011 1:14 PM
To: [log in to unmask]
Subject: Re: Holding their interest
Â
Seth -
Â
Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding - writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances a method that will enhance the ability of students to argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way
to be non-confrontational but rather as a means to make sure that the resulting argument is telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it.
Â
To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree.
Geoff Layton
Â
> Date: Mon, 8 Aug 2011 11:41:33 -0500
> From:
Visit ATEG's web site at http://ateg.org/
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Thank you, Mark for your thoughtful and informed response as well as for the ideas on teaching grammar. It is exciting for me to be back in the classroom and I feel privileged to be getting so much input from everyone on the list. I'm also looking forward to meeting my students and curious as to what sort of writing backgrounds they will be coming from. I know that in the past, most of the writers in the basic writing classes were typical freshman, 18 years, and recent high school grads, but others were young working adults in their 20âs or early 30âs, others still were professionals from various occupations returning to school, and then there were several ESL students who for whatever reason chose not to sign up for an
ESL section, one reason being that those sections were filled. The text for my basic writing classes is: Focus on Writing: Paragraphs and Essays (Kirszner & Mandell). For COMP 101, Iâll be using Acting Out Culture: Reading and Writing (James S. Miller) as well as the grammar handbook, A Writerâs Reference (Hacker & Sommers). Both classes can be supplemented with Blackboard if I choose to use the discussion thread feature, which I may do. Tonight we have a new teacherâs orientation, which will give me a tour of our newly renovated campus and all of the technological innovations that have entered the classrooms since Iâve been away!
Best-
Carol
--- On Tue, 8/9/11, M C Johnstone <[log in to unmask]> wrote:
From: M C Johnstone <[log in to unmask]> Subject: Re: Holding their interest To: [log in to unmask] Date: Tuesday, August 9, 2011, 6:38 AM
Hi Carol,
You say that "students have to be able to master the sentence and paragraph and even a short essay, ... before they can venture into the complexities of argument and debate." A lot of people share your view and it fits nicely into an academic taxonomy of lower and higher order skills. I teach EFL composition at post-secondary level in Saudi Arabia. I draw heavily on the AP English Language and Composition curriculum developed by ETS. That curriculum places considerable emphasis on critical thinking, informal logic, and rhetoric/argumentation. While AP courses are typically offered in high schools, they are not for "basic writers," although, we may have some problem here discovering what, exactly, a "basic writer" is.
I agree that students need to master the basic forms of sentence and paragraph before they can hope to claim competency in composition. Capote is supposed to have said of Kerouac that not all typing is writing, but with many of our students, just getting them to type 500 words is sometimes a small victory and I could always say, "It makes no sense at all, you write just like Jack!" and take it from there.
I do not agree that grammar and syntax are lower order skills that must be mastered before moving on to higher order rhetoric and composition. These are just different dimensions of communication. You did not say "higher" and "lower" order but this is what I understood from your message, and I have heard this a lot from colleagues.
For grammar and syntax I use Ed Vavra's KISS method. I can't say whether it works or not, and students find it very tedious, but I have been impressed by the ability of Arab students to correctly parse a wide variety of English literary texts. I have also seen their writing improve as they do this but I cannot demonstrate that this improvement is a consequence of the parsing exercises. It has helped me a lot in teaching students to write "in sentences" since it enables me to define what a sentence is in terms that are comprehensible and useful to students. This is especially critical for my students since Arabic has an even less secure notion of the sentence than English does.
I think that we can teach composition and thinking skills together. Indeed, I think we really should be doing this. According to a study conducted by ETS in 2000 to determine the skills necessary for success in higher education, faculty, regardless of department, are primarily concerned with skills such as listening, comprehending, discerning main ideas in reading, organizing, and making inferences. [1] These are all skills that reasonably fall to English departments. I know you are not arguing against teaching these, but merely saying that "basic writing" skills should be pre-requesite to them.
I think that some of this has to do with the view that writing is a describable process: If only students follow our process, they will produce minimally acceptable work. I believed this for a long time, and taught it, even though I am not a process writer. It started to make more sense to me after I read Joan Didion's "Why I Write." For Didion, writing is thinking and it cannot be planned or orchestrated, it just happens. I think this is probably true for a lot of people: it is for me. For us, writing emerges and is then shaped. If you will not allow me to think before learning to write, then I will never learn to write.
Of course, this can lead to more typing than writing - the longer you spend on it, the shorter it becomes. It is like cutting a diamond: the smaller it becomes, the more beautiful it is, up to a point. After that, it just gets smaller.
As for banal essay topics, EB White did a masterful job with "What I did on my summer vacation." I have used his "Once More to the Lake" with EFL students as well. I would not use it, or anything else, as a "template" though. Reading is the other half of writing.
Mark
Mark: I agree that thinking critically is important and people should be able to express their views. There are plenty of forums for students to do that in Critical Reading and Writing classes, Critical Theory, Literary Analysis, and so forth. I just think that for the Basic Writer this is a lot to take on and they need the basics first, the forms and format of writing that Geoff talked about with Stanley Fish, who by the way, I am most anxious to read. Students have to be able to master the sentence and paragraph and even a short essay, I believe, before they can venture into the complexities of argument and debate. Often times in my writing classes, I have found students who can express themselves very well orally, but this doesnât translate into their writing. Of course it is interesting to debate hot
topics, but the goal for me in my basic writing classes is to enable students to write clear and concise prose that are grammatically sound for the most part. AhemâĤâGood Housekeeping Seal of Approvalâ? Those topics arenât that bad. I remember back when we had to give a Diagnostic essay the first day for COMP 101 and lots of students were eager to write about their summer vacations. Many interesting things can come up with topics which at face value may seem trivial. Carol
--- On Mon, 8/8/11, M C Johnstone <[log in to unmask]> wrote:
From: M C Johnstone <[log in to unmask]> Subject: Re: Holding their interest To: [log in to unmask] Date: Monday, August 8, 2011, 6:56 PM
This is a fascinating discussion. It began with a question about engaging students, then observations that when students are engaged in a topic or argument, all hell breaks loose and the "pedagogical objectives" are lost, and now returns to advice to stick to innocuous topics, which are unlikely to engaging anyone and so, presumably, not threaten the pre-determined outcomes, which no student would likely be capable of identifying within several days of the exam, either side, anyway.
I teach EFL composition in Saudi Arabia. EFL abounds with mind-numbing topics. What I see in this is a choice, usually made by the teacher, to focus on outcomes or to focus on students and their education. I would much rather deal with controversial topics - and in my experience, so would students - than with those bearing the Good Housekeeping Seal of Approval.
Evolution is one of those topics that are deemed to be too hot to poke. Muslim get about as het up over this as do some of the more fundamentalist varieties of Christians. Paranoia over this is so intense here that our biology department avoids all mention of it. Since they don't talk about it in biology, we can talk about it in English.
I agree with Herb that there are socially determined positions; positions from which it is difficult for students to disengage themselves. However, I also think that it is important that people learn to examine their own views critically and then become able to advocate those views from a position of knowledge rather than from a position of fear. This, rather than sterile mastery of forms, is what education must be about.
If thinking critically is a liberating act, and if this liberation is the primary reason for promoting thought as a skill, then we really ought to start with topics that matter to people. These socially determined positions seem to me to be an ideal place to start.
Mark
"In a case like this, a position on evolution or creation or abortion is not an intellectual stance; itâs a matter of cultural and social identity, and that makes it very hard to think critically about it. Iâve found in UG classes where we deal with dialectology the notion âsocial classâ sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances. |
Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?"
I agree Herb, from my past experience teaching COMP 101, which featured an argument paper, that it is difficult for students to reason intellectually when they are emotionally charged from controversial topics such as religion or gay marriage. I think for them to engage in a more civil discourse, and one stemming from reason and analysis rather than emotion, the point of departure needs to be different. I particularly liked what Geoff said about âcommonplacesâ and I thought of introducing more innocuous topics for the freshman to write about such as their experiences in the dining hall or bookstore; âfirst dayâ experiences, and so forth. Since I have returned to the same community college after two years of absence, the âargumentâ paper has now changed to a mini-research
paper. Iâll be teaching (2) basic writing classes which consist of basic grammar instruction and sentence and paragraph writing, and then one section of COMP 101. There is so much I can do during class time; the question for me now as I write my syllabi is what!
Carol Morrison
From: STAHLKE, HERBERT F <[log in to unmask]> Subject: Re: Holding their interest To: [log in to unmask] Date: Monday, August 8, 2011, 4:37 PM
Thanks to all of you for one of the most interesting and thoughtfully argued threads weâve had in a while.
I have a question that may be tangential to this topic, or at least a narrower focus. I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well.
When Iâve taught writing, Iâve often been encouraged to avoid topics like abortion and creationism vs. evolution because itâs so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position. As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work. She is well educated, well read, and has thoughtful views on a lot of topics. Evolution came up recently in one of their conversations, and her response was, âOh, I donât believe in evolution. The evidence for it is not very strong.â My son was surprised at her reaction. She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for
rejecting evolution, and she confirms this, are not religious. I suggested to him that perhaps the reason for her position was a matter of social identity. Her family and the community she grew up in are devout and accept the biblical creation story literally. Rejecting evolution is a matter of family identity. She can become a backslid Baptist, and thatâs lamentable, but for her to accept evolution would be to reject her family.
In a case like this, a position on evolution or creation or abortion is not an intellectual stance; itâs a matter of cultural and social identity, and that makes it very hard to think critically about it. Iâve found in UG classes where we deal with dialectology the notion âsocial classâ sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances.
Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?
Herb
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Monday, August 08, 2011 1:14 PM To: [log in to unmask] Subject: Re: Holding their interest
Seth - Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding - writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances a method
that will enhance the ability of students to argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way to be non-confrontational but rather as a means to make sure that the resulting argument is telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it. To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree.
Geoff Layton
> Date: Mon, 8 Aug 2011 11:41:33 -0500 > From:
|
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========================================================================Date: Tue, 9 Aug 2011 23:34:26 +0300
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
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From: M C Johnstone <[log in to unmask]>
Subject: Re: Holding their interest
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Hello Carol,
Thanks for your description of your students and the books you'll
be using in your class.
You mentioned the threaded discussion feature on Blackboard. I
have been teaching using Moodle for a couple of years now, and
have some experience of Blackboard, as a student. I run an
electronic classroom with all materials and much interaction
online, even though it is a face to face class; a format that is
sometimes called hybrid or blended. I would encourage you to
explore the threaded discussion boards on Blackboard. I'd be
happy to discuss this with you off list, if you like, and to let
you see one of my recent classes on Moodle, where you can see how
I have been using the threaded discussion feature.
Best regards,
Mark
On Tue, 09 Aug 2011 09:52 -0700, "Carol Morrison"
<[log in to unmask]> wrote:
Thank you, Mark for your thoughtful and informed response as well
as for the ideas on teaching grammar. It is exciting for me to be
back in the classroom and I feel privileged to be getting so much
input from everyone on the list. I'm also looking forward to
meeting my students and curious as to what sort of writing
backgrounds they will be coming from. I know that in the past,
most of the writers in the basic writing classes were typical
freshman, 18 years, and recent high school grads, but others were
young working adults in their 20âs or early 30âs, others still
were professionals from various occupations returning to school,
and then there were several ESL students who for whatever reason
chose not to sign up for an ESL section, one reason being that
those sections were filled. The text for my basic writing classes
is: Focus on Writing: Paragraphs and Essays (Kirszner & Mandell).
For COMP 101, Iâll be using Acting Out Culture: Reading and
Writing (James S. Miller) as well as the grammar handbook, A
Writerâs Reference (Hacker & Sommers). Both classes can be
supplemented with Blackboard if I choose to use the discussion
thread feature, which I may do. Tonight we have a new teacherâs
orientation, which will give me a tour of our newly renovated
campus and all of the technological innovations that have entered
the classrooms since Iâve been away!
Best-
Carol
--- On Tue, 8/9/11, M C Johnstone <[log in to unmask]> wrote:
From: M C Johnstone <[log in to unmask]>
Subject: Re: Holding their interest
To: [log in to unmask]
Date: Tuesday, August 9, 2011, 6:38 AM
Hi Carol,
You say that "students have to be able to master the sentence and
paragraph and even a short essay, ... before they can venture
into the complexities of argument and debate." A lot of people
share your view and it fits nicely into an academic taxonomy of
lower and higher order skills. I teach EFL composition at
post-secondary level in Saudi Arabia. I draw heavily on the AP
English Language and Composition curriculum developed by ETS.
That curriculum places considerable emphasis on critical
thinking, informal logic, and rhetoric/argumentation. While AP
courses are typically offered in high schools, they are not for
"basic writers," although, we may have some problem here
discovering what, exactly, a "basic writer" is.
I agree that students need to master the basic forms of sentence
and paragraph before they can hope to claim competency in
composition. Capote is supposed to have said of Kerouac that not
all typing is writing, but with many of our students, just
getting them to type 500 words is sometimes a small victory and I
could always say, "It makes no sense at all, you write just like
Jack!" and take it from there.
I do not agree that grammar and syntax are lower order skills
that must be mastered before moving on to higher order rhetoric
and composition. These are just different dimensions of
communication. You did not say "higher" and "lower" order but
this is what I understood from your message, and I have heard
this a lot from colleagues.
For grammar and syntax I use Ed Vavra's KISS method. I can't say
whether it works or not, and students find it very tedious, but I
have been impressed by the ability of Arab students to correctly
parse a wide variety of English literary texts. I have also seen
their writing improve as they do this but I cannot demonstrate
that this improvement is a consequence of the parsing exercises.
It has helped me a lot in teaching students to write "in
sentences" since it enables me to define what a sentence is in
terms that are comprehensible and useful to students. This
is especially critical for my students since Arabic has an even
less secure notion of the sentence than English does.
I think that we can teach composition and thinking skills
together. Indeed, I think we really should be doing this.
According to a study conducted by ETS in 2000 to determine the
skills necessary for success in higher education, faculty,
regardless of department, are primarily concerned with skills
such as listening, comprehending, discerning main ideas in
reading, organizing, and making inferences. [1] These are all
skills that reasonably fall to English departments. I know you
are not arguing against teaching these, but merely saying that
"basic writing" skills should be pre-requesite to them.
I think that some of this has to do with the view that writing is
a describable process: If only students follow our process, they
will produce minimally acceptable work. I believed this for a
long time, and taught it, even though I am not a process writer.
It started to make more sense to me after I read Joan Didion's
"Why I Write." For Didion, writing is thinking and it cannot be
planned or orchestrated, it just happens. I think this is
probably true for a lot of people: it is for me. For us, writing
emerges and is then shaped. If you will not allow me to think
before learning to write, then I will never learn to write.
Of course, this can lead to more typing than writing - the longer
you spend on it, the shorter it becomes. It is like cutting a
diamond: the smaller it becomes, the more beautiful it is, up to
a point. After that, it just gets smaller.
As for banal essay topics, EB White did a masterful job with
"What I did on my summer vacation." I have used his "Once More
to the Lake" with EFL students as well. I would not use it, or
anything else, as a "template" though. Reading is the other half
of writing.
Mark
[1] Summary, Presentation at TESOL 2008, New York, New York, Mark
Algren, Mary MacGuinness (University of Kansas); Susan Matson,
ELS Language Centers. See
[1]http://www.saudistudentteam.com/yahoo_site_admin/assets/docs/K
U-ELS-Summaryof_Project.87192434.pdf
On Mon, 08 Aug 2011 16:27 -0700, "Carol Morrison"
<[log in to unmask]> wrote:
Mark: I agree that thinking critically is important and people
should be able to express their views. There are plenty of forums
for students to do that in Critical Reading and Writing classes,
Critical Theory, Literary Analysis, and so forth. I just think
that for the Basic Writer this is a lot to take on and they need
the basics first, the forms and format of writing that Geoff
talked about with Stanley Fish, who by the way, I am most anxious
to read. Students have to be able to master the sentence and
paragraph and even a short essay, I believe, before they can
venture into the complexities of argument and debate. Often times
in my writing classes, I have found students who can express
themselves very well orally, but this doesnât translate into
their writing. Of course it is interesting to debate hot topics,
but the goal for me in my basic writing classes is to enable
students to write clear and concise prose that are grammatically
sound for the most part. AhemâĤâGood Housekeeping Seal of
Approvalâ? Those topics arenât that bad. I remember back when we
had to give a Diagnostic essay the first day for COMP 101 and
lots of students were eager to write about their summer
vacations. Many interesting things can come up with topics which
at face value may seem trivial. Carol
--- On Mon, 8/8/11, M C Johnstone <[log in to unmask]> wrote:
From: M C Johnstone <[log in to unmask]>
Subject: Re: Holding their interest
To: [log in to unmask]
Date: Monday, August 8, 2011, 6:56 PM
This is a fascinating discussion. It began with a question about
engaging students, then observations that when students are
engaged in a topic or argument, all hell breaks loose and the
"pedagogical objectives" are lost, and now returns to advice to
stick to innocuous topics, which are unlikely to engaging anyone
and so, presumably, not threaten the pre-determined outcomes,
which no student would likely be capable of identifying within
several days of the exam, either side, anyway.
I teach EFL composition in Saudi Arabia. EFL abounds with
mind-numbing topics. What I see in this is a choice, usually made
by the teacher, to focus on outcomes or to focus on students and
their education. I would much rather deal with controversial
topics - and in my experience, so would students - than with
those bearing the Good Housekeeping Seal of Approval.
Evolution is one of those topics that are deemed to be too hot to
poke. Muslim get about as het up over this as do some of the more
fundamentalist varieties of Christians. Paranoia over this is so
intense here that our biology department avoids all mention of
it. Since they don't talk about it in biology, we can talk about
it in English.
I agree with Herb that there are socially determined positions;
positions from which it is difficult for students to disengage
themselves. However, I also think that it is important that
people learn to examine their own views critically and
then become able to advocate those views from a position of
knowledge rather than from a position of fear. This, rather than
sterile mastery of forms, is what education must be about.
If thinking critically is a liberating act, and if this
liberation is the primary reason for promoting thought as a
skill, then we really ought to start with topics that matter to
people. These socially determined positions seem to me to be an
ideal place to start.
Mark
On Mon, 08 Aug 2011 15:25 -0700, "Carol Morrison"
<[log in to unmask]> wrote:
"In a case like this, a position on evolution or creation or
abortion is not an intellectual stance; itâs a matter of cultural
and social identity, and that makes it very hard to think
critically about it. Iâve found in UG classes where we deal with
dialectology the notion âsocial classâ sometimes gets rejected
out of hand as Marxist, and no amount of discussion will shake
that position. This is also one of those defining stances.
Is a writing class the place to get students to question such
elements of their identity and look at themselves more
critically? How does one go about this?"
I agree Herb, from my past experience teaching COMP 101, which
featured an argument paper, that it is difficult for students to
reason intellectually when they are emotionally charged from
controversial topics such as religion or gay marriage. I think
for them to engage in a more civil discourse, and one stemming
from reason and analysis rather than emotion, the point of
departure needs to be different. I particularly liked what Geoff
said about âcommonplacesâ and I thought of introducing more
innocuous topics for the freshman to write about such as their
experiences in the dining hall or bookstore; âfirst dayâ
experiences, and so forth. Since I have returned to the same
community college after two years of absence, the âargumentâ
paper has now changed to a mini-research paper. Iâll be teaching
(2) basic writing classes which consist of basic grammar
instruction and sentence and paragraph writing, and then one
section of COMP 101. There is so much I can do during class
time; the question for me now as I write my syllabi is what!
Carol Morrison
--- On Mon, 8/8/11, STAHLKE, HERBERT F <[log in to unmask]> wrote:
From: STAHLKE, HERBERT F <[log in to unmask]>
Subject: Re: Holding their interest
To: [log in to unmask]
Date: Monday, August 8, 2011, 4:37 PM
Thanks to all of you for one of the most interesting and
thoughtfully argued threads weâve had in a while.
I have a question that may be tangential to this topic, or at
least a narrower focus. I should say first that while I have
taught both ESL writing and Freshman writing, I am not a
writing teacher, and threads like this always leave me with a
lot of respect for those who perform these tasks and perform
them well.
When Iâve taught writing, Iâve often been encouraged to avoid
topics like abortion and creationism vs. evolution because
itâs so difficult for student writers to separate themselves
from the issues and from the social consequences of taking a
position. As an example of this, I had dinner with my oldest
son last night, and we got to talking about a good friend of
his at work. She is well educated, well read, and has
thoughtful views on a lot of topics. Evolution came up
recently in one of their conversations, and her response was,
âOh, I donât believe in evolution. The evidence for it is not
very strong.â My son was surprised at her reaction. She
comes from a Southern Baptist background but is no longer
connected to that or any other denomination, so her reasons
for rejecting evolution, and she confirms this, are not
religious. I suggested to him that perhaps the reason for her
position was a matter of social identity. Her family and the
community she grew up in are devout and accept the biblical
creation story literally. Rejecting evolution is a matter of
family identity. She can become a backslid Baptist, and
thatâs lamentable, but for her to accept evolution would be to
reject her family.
In a case like this, a position on evolution or creation or
abortion is not an intellectual stance; itâs a matter of
cultural and social identity, and that makes it very hard to
think critically about it. Iâve found in UG classes where we
deal with dialectology the notion âsocial classâ sometimes
gets rejected out of hand as Marxist, and no amount of
discussion will shake that position. This is also one of
those defining stances.
Is a writing class the place to get students to question such
elements of their identity and look at themselves more
critically? How does one go about this?
Herb
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Monday, August 08, 2011 1:14 PM
To: [log in to unmask]
Subject: Re: Holding their interest
Seth -
Thanks for the reference. This thread fits with a project on
academic discourse that I'm trying to develop. Perhaps one
characteristic that Graff proposes that might be different from
the Rogerian model is his insistence that - after all the
listening and understanding - writers/academics must finally take
a position that differs from that of their
interlocutors/respondents. For example, in his book "Clueless in
Academe," he offers significant criticism of Deborah Tannen and
the views she expresses in her book, "The Argument Culture:
Moving from Debate to Dialogue." As he puts it, "Perhaps the most
telling refutation of Tannen's thesis is the confrontational
quality of the book itself. . . Tannen enacts the behavior she
objects to" (89). Similarly in "They Say," Graff advances a
method that will enhance the ability of students to argue, not
diminish it. His "listening and understanding" component, as I
understand it, is presented not as a way to be
non-confrontational but rather as a means to make sure that the
resulting argument is telling and effective, much the same way
that he demonstrates his understanding of Tannen's position in
order to methodically destroy it.
To return to the theme of the thread - "Holding their interest" -
perhaps this discussion will help hold student interest by
showing them that in order to develop a powerful argument for
their position, they must first thoroughly understand the point
of view of the person with whom they disagree - and, more
interestingly, in order to have something interesting to say,
they must find an area where they do disagree.
Geoff Layton
> Date: Mon, 8 Aug 2011 11:41:33 -0500
> From:
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References
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Hello Carol,
Thanks for your description of your students and the books you'll be using in your class.
You mentioned the threaded discussion feature on Blackboard. I have been teaching using Moodle for a couple of years now, and have some experience of Blackboard, as a student. I run an electronic classroom with all materials and much interaction online, even though it is a face to face class; a format that is sometimes called hybrid or blended. I would encourage you to explore the threaded discussion boards on Blackboard. I'd be happy to discuss this with you off list, if you like, and to let you see one of my recent classes on Moodle, where you can see how I have been using the threaded discussion feature.
Best regards,
Mark
Thank you, Mark for your thoughtful and informed response as well as for the ideas on teaching grammar. It is exciting for me to be back in the classroom and I feel privileged to be getting so much input from everyone on the list. I'm also looking forward to meeting my students and curious as to what sort of writing backgrounds they will be coming from. I know that in the past, most of the writers in the basic writing classes were typical freshman, 18 years, and recent high school grads, but others were young working adults in their 20’s or early 30’s, others still were professionals from various occupations returning to school, and then there were several ESL students who for whatever reason chose not to sign up for an ESL section, one reason being that those sections were filled. The text for my basic writing classes is: Focus on Writing: Paragraphs and Essays (Kirszner & Mandell). For COMP 101, I’ll be using Acting Out Culture: Reading and Writing (James S. Miller) as well as the grammar handbook, A Writer’s Reference (Hacker & Sommers). Both classes can be supplemented with Blackboard if I choose to use the discussion thread feature, which I may do. Tonight we have a new teacher’s orientation, which will give me a tour of our newly renovated campus and all of the technological innovations that have entered the classrooms since I’ve been away!
Best-
Carol
--- On Tue, 8/9/11, M C Johnstone <[log in to unmask]> wrote:
From: M C Johnstone <[log in to unmask]>
Subject: Re: Holding their interest
To: [log in to unmask]
Date: Tuesday, August 9, 2011, 6:38 AM
Hi Carol,
You say that "students have to be able to master the sentence and paragraph and even a short essay, ... before they can venture into the complexities of argument and debate." A lot of people share your view and it fits nicely into an academic taxonomy of lower and higher order skills. I teach EFL composition at post-secondary level in Saudi Arabia. I draw heavily on the AP English Language and Composition curriculum developed by ETS. That curriculum places considerable emphasis on critical thinking, informal logic, and rhetoric/argumentation. While AP courses are typically offered in high schools, they are not for "basic writers," although, we may have some problem here discovering what, exactly, a "basic writer" is.
I agree that students need to master the basic forms of sentence and paragraph before they can hope to claim competency in composition. Capote is supposed to have said of Kerouac that not all typing is writing, but with many of our students, just getting them to type 500 words is sometimes a small victory and I could always say, "It makes no sense at all, you write just like Jack!" and take it from there.
I do not agree that grammar and syntax are lower order skills that must be mastered before moving on to higher order rhetoric and composition. These are just different dimensions of communication. You did not say "higher" and "lower" order but this is what I understood from your message, and I have heard this a lot from colleagues.
For grammar and syntax I use Ed Vavra's KISS method. I can't say whether it works or not, and students find it very tedious, but I have been impressed by the ability of Arab students to correctly parse a wide variety of English literary texts. I have also seen their writing improve as they do this but I cannot demonstrate that this improvement is a consequence of the parsing exercises. It has helped me a lot in teaching students to write "in sentences" since it enables me to define what a sentence is in terms that are comprehensible and useful to students. This is especially critical for my students since Arabic has an even less secure notion of the sentence than English does.
I think that we can teach composition and thinking skills together. Indeed, I think we really should be doing this. According to a study conducted by ETS in 2000 to determine the skills necessary for success in higher education, faculty, regardless of department, are primarily concerned with skills such as listening, comprehending, discerning main ideas in reading, organizing, and making inferences. [1] These are all skills that reasonably fall to English departments. I know you are not arguing against teaching these, but merely saying that "basic writing" skills should be pre-requesite to them.
I think that some of this has to do with the view that writing is a describable process: If only students follow our process, they will produce minimally acceptable work. I believed this for a long time, and taught it, even though I am not a process writer. It started to make more sense to me after I read Joan Didion's "Why I Write." For Didion, writing is thinking and it cannot be planned or orchestrated, it just happens. I think this is probably true for a lot of people: it is for me. For us, writing emerges and is then shaped. If you will not allow me to think before learning to write, then I will never learn to write.
Of course, this can lead to more typing than writing - the longer you spend on it, the shorter it becomes. It is like cutting a diamond: the smaller it becomes, the more beautiful it is, up to a point. After that, it just gets smaller.
As for banal essay topics, EB White did a masterful job with "What I did on my summer vacation." I have used his "Once More to the Lake" with EFL students as well. I would not use it, or anything else, as a "template" though. Reading is the other half of writing.
Mark
Mark: I agree that thinking critically is important and people should be able to express their views. There are plenty of forums for students to do that in Critical Reading and Writing classes, Critical Theory, Literary Analysis, and so forth. I just think that for the Basic Writer this is a lot to take on and they need the basics first, the forms and format of writing that Geoff talked about with Stanley Fish, who by the way, I am most anxious to read. Students have to be able to master the sentence and paragraph and even a short essay, I believe, before they can venture into the complexities of argument and debate. Often times in my writing classes, I have found students who can express themselves very well orally, but this doesn’t translate into their writing. Of course it is interesting to debate hot topics, but the goal for me in my basic writing classes is to enable students to write clear and concise prose that are grammatically sound for the most part. Ahem…”Good Housekeeping Seal of Approval”? Those topics aren’t that bad. I remember back when we had to give a Diagnostic essay the first day for COMP 101 and lots of students were eager to write about their summer vacations. Many interesting things can come up with topics which at face value may seem trivial. Carol
--- On Mon, 8/8/11, M C Johnstone <[log in to unmask]> wrote:
|
From: M C Johnstone <[log in to unmask]>
Subject: Re: Holding their interest
To: [log in to unmask]
Date: Monday, August 8, 2011, 6:56 PM
This is a fascinating discussion. It began with a question about engaging students, then observations that when students are engaged in a topic or argument, all hell breaks loose and the "pedagogical objectives" are lost, and now returns to advice to stick to innocuous topics, which are unlikely to engaging anyone and so, presumably, not threaten the pre-determined outcomes, which no student would likely be capable of identifying within several days of the exam, either side, anyway.
I teach EFL composition in Saudi Arabia. EFL abounds with mind-numbing topics. What I see in this is a choice, usually made by the teacher, to focus on outcomes or to focus on students and their education. I would much rather deal with controversial topics - and in my experience, so would students - than with those bearing the Good Housekeeping Seal of Approval.
Evolution is one of those topics that are deemed to be too hot to poke. Muslim get about as het up over this as do some of the more fundamentalist varieties of Christians. Paranoia over this is so intense here that our biology department avoids all mention of it. Since they don't talk about it in biology, we can talk about it in English.
I agree with Herb that there are socially determined positions; positions from which it is difficult for students to disengage themselves. However, I also think that it is important that people learn to examine their own views critically and then become able to advocate those views from a position of knowledge rather than from a position of fear. This, rather than sterile mastery of forms, is what education must be about.
If thinking critically is a liberating act, and if this liberation is the primary reason for promoting thought as a skill, then we really ought to start with topics that matter to people. These socially determined positions seem to me to be an ideal place to start.
Mark
"In a case like this, a position on evolution or creation or abortion is not an intellectual stance; it’s a matter of cultural and social identity, and that makes it very hard to think critically about it. I’ve found in UG classes where we deal with dialectology the notion “social class” sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances.
|
|
|
Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?"
I agree Herb, from my past experience teaching COMP 101, which featured an argument paper, that it is difficult for students to reason intellectually when they are emotionally charged from controversial topics such as religion or gay marriage. I think for them to engage in a more civil discourse, and one stemming from reason and analysis rather than emotion, the point of departure needs to be different. I particularly liked what Geoff said about “commonplaces” and I thought of introducing more innocuous topics for the freshman to write about such as their experiences in the dining hall or bookstore; “first day” experiences, and so forth. Since I have returned to the same community college after two years of absence, the “argument” paper has now changed to a mini-research paper. I’ll be teaching (2) basic writing classes which consist of basic grammar instruction and sentence and paragraph writing, and then one section of COMP 101. There is so much I can do during class time; the question for me now as I write my syllabi is what!
Carol Morrison
From: STAHLKE, HERBERT F <[log in to unmask]>
Subject: Re: Holding their interest
To: [log in to unmask]
Date: Monday, August 8, 2011, 4:37 PM
Thanks to all of you for one of the most interesting and thoughtfully argued threads we’ve had in a while.
I have a question that may be tangential to this topic, or at least a narrower focus. I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well.
When I’ve taught writing, I’ve often been encouraged to avoid topics like abortion and creationism vs. evolution because it’s so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position. As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work. She is well educated, well read, and has thoughtful views on a lot of topics. Evolution came up recently in one of their conversations, and her response was, “Oh, I don’t believe in evolution. The evidence for it is not very strong.” My son was surprised at her reaction. She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious. I suggested to him that perhaps the reason for her position was a matter of social identity. Her family and the community she grew up in are devout and accept the biblical creation story literally. Rejecting evolution is a matter of family identity. She can become a backslid Baptist, and that’s lamentable, but for her to accept evolution would be to reject her family.
In a case like this, a position on evolution or creation or abortion is not an intellectual stance; it’s a matter of cultural and social identity, and that makes it very hard to think critically about it. I’ve found in UG classes where we deal with dialectology the notion “social class” sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances.
Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?
Herb
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Monday, August 08, 2011 1:14 PM
To: [log in to unmask]
Subject: Re: Holding their interest
Seth -
Thanks for the reference. This thread fits with a project on academic discourse that I'm trying to develop. Perhaps one characteristic that Graff proposes that might be different from the Rogerian model is his insistence that - after all the listening and understanding - writers/academics must finally take a position that differs from that of their interlocutors/respondents. For example, in his book "Clueless in Academe," he offers significant criticism of Deborah Tannen and the views she expresses in her book, "The Argument Culture: Moving from Debate to Dialogue." As he puts it, "Perhaps the most telling refutation of Tannen's thesis is the confrontational quality of the book itself. . . Tannen enacts the behavior she objects to" (89). Similarly in "They Say," Graff advances a method that will enhance the ability of students to argue, not diminish it. His "listening and understanding" component, as I understand it, is presented not as a way to be non-confrontational but rather as a means to make sure that the resulting argument is telling and effective, much the same way that he demonstrates his understanding of Tannen's position in order to methodically destroy it.
To return to the theme of the thread - "Holding their interest" - perhaps this discussion will help hold student interest by showing them that in order to develop a powerful argument for their position, they must first thoroughly understand the point of view of the person with whom they disagree - and, more interestingly, in order to have something interesting to say, they must find an area where they do disagree.
Geoff Layton
> Date: Mon, 8 Aug 2011 11:41:33 -0500
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========================================================================Date: Tue, 9 Aug 2011 21:40:18 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
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From: John Chorazy <[log in to unmask]>
Subject: Re: Holding their interest
In-Reply-To: <[log in to unmask]>
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Herb - thank you for a sincere and thoughtful, thought provoking
response. It brings to mind a quote by a fairly wise man who once said
something about "the unexamined life..." And I do agree that we need to be
willing to be a bit more disrupted in our thinking. Thanks for that
reminder.
To bring it back to writing, it's also a reminder of the value of *writing
to learn* prompts nestled among the test-driven, performance-oriented and
expository pieces used to assess content or procedural knowledge. I maintain
that journal writing and mini essays still have a significant place in the
daily work of the language arts classroom.
John
On Tue, Aug 9, 2011 at 11:33 AM, STAHLKE, HERBERT F <[log in to unmask]>wrote:
> John,****
>
> ** **
>
> You raise a difficult issue. Clearly I have a stance, and its as
> necessary and fair to contest its foundations as those of people I with
> different stances. The issue, however, is not whether all stances should be
> contested but how a stance holds up under such examination. I empathize
> with my sons friend because I come from a similar family background,
> conservative Lutheran rather than Southern Baptist, but both share a strong
> commitment to 19th c. biblical literalism. It took me years of sometimes
> agonizing thinking to reach a point where I could reconcile my faith with my
> experience and knowledge, and it required careful exploration and analysis
> of foundational beliefs. It has also separated me somewhat from some of my
> siblings who hold to the stances we grew up with. So I know both the need
> to examine and the difficulty and sometimes pain of the experience we are
> asking our students to undertake.****
>
> ** **
>
> I do hold, however, that an examined stance, one that has developed through
> critical evaluation, has greater validity than one that has not been
> examined. What I am saying is that not all stances are equal, just as not
> all opinions are equal. I understand and even respect my sons friends
> stance, or that of some of my siblings, and certainly acknowledge their
> right to maintain those stances. I understand also that those stances form
> a foundation for moral, ethical, and positive lives. Thats in part why
> leading students through such an examination is a serious, troubling,
> disruptive endeavorand necessary for their growth.****
>
> ** **
>
> Herb****
>
> ** **
>
> *From:* Assembly for the Teaching of English Grammar [mailto:
> [log in to unmask]] *On Behalf Of *John Chorazy
> *Sent:* Monday, August 08, 2011 10:56 PM
> *To:* [log in to unmask]
> *Subject:* Re: Holding their interest****
>
> ** **
>
> Herb - it seems your "suggestion" to your son about his friend suggests
> just as much about your stance(s), and at the same time assumes quite a bit.
> ****
>
> ****
>
> A good class - be it a Lit or writing class - is a place to explore,
> discover, define, redefine, and analyze one's identity as well as that of
> texts and their authors and societies... as long as that process
> is encouraged for *all* students of *all* stances - not just for those who
> need it more because they hold supposed anti-intellectual positions. ****
>
> ****
>
> Respectfully,****
>
> ****
>
> John****
>
>
>
> ****
>
> On Mon, Aug 8, 2011 at 4:37 PM, STAHLKE, HERBERT F <[log in to unmask]>
> wrote:****
>
> Thanks to all of you for one of the most interesting and thoughtfully
> argued threads weve had in a while.****
>
> ****
>
> I have a question that may be tangential to this topic, or at least a
> narrower focus. I should say first that while I have taught both ESL
> writing and Freshman writing, I am not a writing teacher, and threads like
> this always leave me with a lot of respect for those who perform these tasks
> and perform them well.****
>
> ****
>
> When Ive taught writing, Ive often been encouraged to avoid topics like
> abortion and creationism vs. evolution because its so difficult for student
> writers to separate themselves from the issues and from the social
> consequences of taking a position. As an example of this, I had dinner with
> my oldest son last night, and we got to talking about a good friend of his
> at work. She is well educated, well read, and has thoughtful views on a lot
> of topics. Evolution came up recently in one of their conversations, and
> her response was, Oh, I dont believe in evolution. The evidence for it is
> not very strong. My son was surprised at her reaction. She comes from a
> Southern Baptist background but is no longer connected to that or any other
> denomination, so her reasons for rejecting evolution, and she confirms this,
> are not religious. I suggested to him that perhaps the reason for her
> position was a matter of social identity. Her family and the community she
> grew up in are devout and accept the biblical creation story literally.
> Rejecting evolution is a matter of family identity. She can become a
> backslid Baptist, and thats lamentable, but for her to accept evolution
> would be to reject her family.****
>
> ****
>
> In a case like this, a position on evolution or creation or abortion is not
> an intellectual stance; its a matter of cultural and social identity, and
> that makes it very hard to think critically about it. Ive found in UG
> classes where we deal with dialectology the notion social class sometimes
> gets rejected out of hand as Marxist, and no amount of discussion will shake
> that position. This is also one of those defining stances.****
>
> ****
>
> Is a writing class the place to get students to question such elements of
> their identity and look at themselves more critically? How does one go
> about this?****
>
> ****
>
> Herb****
>
> ****
>
> ****
>
>
> -- ****
>
> John Chorazy****
>
> English III Honors and Academic****
>
> Pequannock Township High School****
>
> 973.616.6000****
>
>
> To join or leave this LISTSERV list, please visit the list's web interface
> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
> leave the list" ****
>
> Visit ATEG's web site at http://ateg.org/ ****
> To join or leave this LISTSERV list, please visit the list's web interface
> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
> leave the list"
>
> Visit ATEG's web site at http://ateg.org/
>
--
John Chorazy
English III Honors and Academic
Pequannock Township High School
973.616.6000
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Herb - thank you for a sincere and thoughtful, thought provoking response. It brings to mind a quote by a fairly wise man who once said something about "the unexamined life..." And I do agree that we need to be willing to be a bit more disrupted in our thinking. Thanks for that reminder.
To bring it back to writing, it's also a reminder of the value of writing to learn prompts nestled among the test-driven, performance-oriented and expository pieces used to assess content or procedural knowledge. I maintain that journal writing and mini essays still have a significant place in the daily work of the language arts classroom.
John
On Tue, Aug 9, 2011 at 11:33 AM, STAHLKE, HERBERT F <[log in to unmask]> wrote:
John,
You raise a difficult issue. Clearly I have a stance, and its as necessary and fair to contest its foundations as those of people I with different stances. The issue, however, is not whether all stances should be contested but how a stance holds up under such examination. I empathize with my sons friend because I come from a similar family background, conservative Lutheran rather than Southern Baptist, but both share a strong commitment to 19th c. biblical literalism. It took me years of sometimes agonizing thinking to reach a point where I could reconcile my faith with my experience and knowledge, and it required careful exploration and analysis of foundational beliefs. It has also separated me somewhat from some of my siblings who hold to the stances we grew up with. So I know both the need to examine and the difficulty and sometimes pain of the experience we are asking our students to undertake.
I do hold, however, that an examined stance, one that has developed through critical evaluation, has greater validity than one that has not been examined. What I am saying is that not all stances are equal, just as not all opinions are equal. I understand and even respect my sons friends stance, or that of some of my siblings, and certainly acknowledge their right to maintain those stances. I understand also that those stances form a foundation for moral, ethical, and positive lives. Thats in part why leading students through such an examination is a serious, troubling, disruptive endeavorand necessary for their growth.
Herb
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of John Chorazy
Sent: Monday, August 08, 2011 10:56 PM To: [log in to unmask] Subject: Re: Holding their interest
Herb - it seems your "suggestion" to your son about his friend suggests just as much about your stance(s), and at the same time assumes quite a bit.
A good class - be it a Lit or writing class - is a place to explore, discover, define, redefine, and analyze one's identity as well as that of texts and their authors and societies... as long as that process is encouraged for all students of all stances - not just for those who need it more because they hold supposed anti-intellectual positions.
On Mon, Aug 8, 2011 at 4:37 PM, STAHLKE, HERBERT F <[log in to unmask]> wrote:
Thanks to all of you for one of the most interesting and thoughtfully argued threads weve had in a while.
I have a question that may be tangential to this topic, or at least a narrower focus. I should say first that while I have taught both ESL writing and Freshman writing, I am not a writing teacher, and threads like this always leave me with a lot of respect for those who perform these tasks and perform them well.
When Ive taught writing, Ive often been encouraged to avoid topics like abortion and creationism vs. evolution because its so difficult for student writers to separate themselves from the issues and from the social consequences of taking a position. As an example of this, I had dinner with my oldest son last night, and we got to talking about a good friend of his at work. She is well educated, well read, and has thoughtful views on a lot of topics. Evolution came up recently in one of their conversations, and her response was, Oh, I dont believe in evolution. The evidence for it is not very strong. My son was surprised at her reaction. She comes from a Southern Baptist background but is no longer connected to that or any other denomination, so her reasons for rejecting evolution, and she confirms this, are not religious. I suggested to him that perhaps the reason for her position was a matter of social identity. Her family and the community she grew up in are devout and accept the biblical creation story literally. Rejecting evolution is a matter of family identity. She can become a backslid Baptist, and thats lamentable, but for her to accept evolution would be to reject her family.
In a case like this, a position on evolution or creation or abortion is not an intellectual stance; its a matter of cultural and social identity, and that makes it very hard to think critically about it. Ive found in UG classes where we deal with dialectology the notion social class sometimes gets rejected out of hand as Marxist, and no amount of discussion will shake that position. This is also one of those defining stances.
Is a writing class the place to get students to question such elements of their identity and look at themselves more critically? How does one go about this?
Herb
--
English III Honors and Academic
Pequannock Township High School
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John Chorazy
English III Honors and Academic
Pequannock Township High School
973.616.6000
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its difficult to handle all the financial pressure I was completely exhausted without this id still be completely distraught ! http://www.evolutiongroup.cz/redir.php?rusifyc=google.com&tuxyro=msn.com&url=http://abc24-news.net/esubmit/bizopp_main.php now I can finally advance im telling you this is the real deal
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========================================================================Date: Wed, 10 Aug 2011 18:06:15 +0000
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
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From: "Castilleja, Janet" <[log in to unmask]>
Subject: Re: [BULK] Re: Usage question
In-Reply-To: <[log in to unmask]>
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If 'another' can be a word, why not 'alright'? I'm never marking this wrong again.
Janet
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Sunday, August 07, 2011 5:24 PM
To: [log in to unmask]
Subject: [BULK] Re: Usage question
Importance: Low
I have used up considerable amount of ink marking "alright" as all wrong on student papers - and the cause is lost, as is the fight over using "impact" as a verb and "at" as an adverb ("Where are you at"?). And now, in my dotage, I've come to the opinion that these developments might be good (along with other wonders of the language such as "conversate" as an intransitive verb), even though at one time, I took up cudgel against the demons out to change the language (well, I stil get upset over "at" as an adverb - it's a preposition, damn it).
In fact, using "alright" as one word might have benefits in that "all right" as two words might slip into explitive status ("Well, all right!") or to express other specific meanings ("God's in his heaven and all's right with the world.").
Geoff Layton
________________________________
Date: Sun, 7 Aug 2011 17:01:57 -0700
From: [log in to unmask]
Subject: Re: Usage question
To: [log in to unmask]
In journalism, which tends to be a bit less fussy than us education types, the use of alright is strictly forbidden (even the 2011 AP Style Guide says so). I find it curious just as you say it is.
Paul D.
"If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128).
________________________________
From: "Myers, Marshall" <[log in to unmask]>
To: [log in to unmask]
Sent: Sun, August 7, 2011 11:20:40 AM
Subject: Re: Usage question
Paul,
Alright or all right is a curious one.
Some sources accept both forms, since alright dates back into the 19th century.
But the book we use here for Freshman English, ST MARTIN'S HANDBOOK, does not accept alright, concluding: "Avoid the spelling of alright."
Language is comparable to fashion: Spelling, among other things, is acceptable if the vast majority of people say it is. And we have got some rather strange spellings for certain words. Pneumonia and doubt are good examples. Doubt is spelled with a b because that letter appears in the Latin language from which it was borrowed. Pneumonia is spelled with the p probably because it was spelled that way in Attic Greek, and Greek was one of the language of scholarship, like Latin. Those examples don't make a whole lot of sense, but we have agreed that they are spelled that way.
So I would use all right in formal writing, and alright in less formal settings. It is very likely that in the future the alright will be an acceptable form for both formal and informal writing. In my mind that will be a good day.
I hope that answers your question.
Marshall
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Paul E. Doniger
Sent: Sunday, August 07, 2011 10:00 AM
To: [log in to unmask]
Subject: Usage question
It has often puzzled me that the spelling 'alright' has never been accepted as standard. It clearly could distinguish a difference between "Completely correct" (all right) and "completely safe" (alright) in meaning (similar to all together and altogether). Has anyone on the list any information or experience about this usage issue that would explain why the usage police won't accept this spelling?
Thanks,
Paul D.
"If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128).
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If ‘another’ can be a word, why not ‘alright’? I’m never marking this wrong again.
Janet
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]]
On Behalf Of Geoffrey Layton
Sent: Sunday, August 07, 2011 5:24 PM
To: [log in to unmask]
Subject: [BULK] Re: Usage question
Importance: Low
I have used up considerable amount of ink marking "alright" as all wrong on student papers - and the cause is lost, as is the fight over using "impact" as a verb and "at"
as an adverb ("Where are you at"?). And now, in my dotage, I've come to the opinion that these developments might be good (along with other wonders of the language such as "conversate" as an intransitive verb), even though at one time, I took up cudgel against
the demons out to change the language (well, I stil get upset over "at" as an adverb - it's a preposition, damn it).
In fact, using "alright" as one word might have benefits in that "all right" as two words might slip into explitive status ("Well, all right!") or to express other specific meanings ("God's in his heaven and all's right with the world.").
Geoff Layton
Date: Sun, 7 Aug 2011 17:01:57 -0700
From: [log in to unmask]
Subject: Re: Usage question
To: [log in to unmask]
In journalism, which tends to be a bit less fussy than us education types, the use of
alright is strictly forbidden (even the 2011 AP Style Guide says so). I find it curious just as you say it is.
"If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128).
From: "Myers, Marshall" <[log in to unmask]>
To: [log in to unmask]
Sent: Sun, August 7, 2011 11:20:40 AM
Subject: Re: Usage question
Paul,
Alright or
all right is a curious one.
Some sources accept both forms, since
alright dates back into the 19th century.
But the book we use here for Freshman English, ST MARTIN’S HANDBOOK, does not accept alright, concluding: “Avoid the spelling of
alright.”
Language is comparable to fashion: Spelling, among other things, is acceptable if the vast majority of people say it is. And we have got some rather strange spellings for certain words.
Pneumonia and doubt are good examples. Doubt is spelled with a
b because that letter appears in the Latin language from which it was borrowed.
Pneumonia is spelled with the p probably because it was spelled that way in Attic Greek, and Greek was one of the language of scholarship, like Latin. Those examples don’t make a whole lot of sense, but we have agreed that they are spelled that
way.
So I would use
all right in formal writing, and alright in less formal settings. It is very likely that in the future the
alright will be an acceptable form for both formal and informal writing. In my mind that will be a good day.
I hope that answers your question.
Marshall
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]]
On Behalf Of Paul E. Doniger
Sent: Sunday, August 07, 2011 10:00 AM
To: [log in to unmask]
Subject: Usage question
It has often puzzled me that the spelling 'alright' has never been accepted as standard. It clearly could distinguish a difference between "Completely correct" (all right) and "completely safe" (alright) in
meaning (similar to all together and altogether). Has anyone on the list any information or experience about this usage issue that would explain why the
usage police won't accept this spelling?
Thanks,
Paul D.
"If this were play'd upon a stage now, I could condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128).
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========================================================================Date: Wed, 10 Aug 2011 17:36:57 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
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From: Dick Veit <[log in to unmask]>
Subject: Re: [BULK] Re: Usage question
In-Reply-To: <[log in to unmask]>
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My preference is to give students knowledge and to let them make choices. I
tell them that most educated writers (including the editors of almost every
magazine, newspaper, and publishing house) use "all right" and not
"alright," but the latter is used by a minority of writers, and its use may
be growing. They can use "alright" if they like, but they can expect that a
number of their readers may judge them on it. They might think twice before
using "alright" in a college application essay or in a job application
letter.
Language is democratic, and if enough people join the "alright" bandwagon,
it will become accepted the way "another" and "altogether" are accepted.
Everyone is free to jump on that bandwagon, but it doesn't hurt to weigh the
consequences.
Dick
On Wed, Aug 10, 2011 at 2:06 PM, Castilleja, Janet <
[log in to unmask]> wrote:
> If another can be a word, why not alright? Im never marking this
> wrong again.****
>
> ** **
>
> Janet
>
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My preference is to give students knowledge and to let them make choices. I tell them that most educated writers (including the editors of almost every magazine, newspaper, and publishing house) use "all right" and not "alright," but the latter is used by a minority of writers, and its use may be growing. They can use "alright" if they like, but they can expect that a number of their readers may judge them on it. They might think twice before using "alright" in a college application essay or in a job application letter.
Language is democratic, and if enough people join the "alright" bandwagon, it will become accepted the way "another" and "altogether" are accepted. Everyone is free to jump on that bandwagon, but it doesn't hurt to weigh the consequences.
Dick
On Wed, Aug 10, 2011 at 2:06 PM, Castilleja, Janet <[log in to unmask]> wrote:
If another can be a word, why not alright? Im never marking this wrong again.
Janet
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========================================================================Date: Wed, 10 Aug 2011 17:42:02 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Craig Hancock <[log in to unmask]>
Subject: Re: [BULK] Re: Usage question
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I would add "alot" to the mix.
>
Craig
My preference is to give students knowledge and to let them make choices.
> I
> tell them that most educated writers (including the editors of almost
> every
> magazine, newspaper, and publishing house) use "all right" and not
> "alright," but the latter is used by a minority of writers, and its use
> may
> be growing. They can use "alright" if they like, but they can expect that
> a
> number of their readers may judge them on it. They might think twice
> before
> using "alright" in a college application essay or in a job application
> letter.
>
> Language is democratic, and if enough people join the "alright" bandwagon,
> it will become accepted the way "another" and "altogether" are accepted.
> Everyone is free to jump on that bandwagon, but it doesn't hurt to weigh
> the
> consequences.
>
> Dick
>
> On Wed, Aug 10, 2011 at 2:06 PM, Castilleja, Janet <
> [log in to unmask]> wrote:
>
>> If another can be a word, why not alright? Im never marking this
>> wrong again.****
>>
>> ** **
>>
>> Janet
>>
>
> To join or leave this LISTSERV list, please visit the list's web interface
> at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
>
> Visit ATEG's web site at http://ateg.org/
>
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========================================================================Date: Wed, 10 Aug 2011 17:00:57 -0500
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Geoffrey Layton <[log in to unmask]>
Subject: Re: [BULK] Re: Usage question
In-Reply-To: <[log in to unmask]>
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OMG! Alot as one word? Craig - the world has indeed come to an end! Perhaps the rapture really did happen, and so few were taken - those who always (all ways?) use "a lot" and "all right" - that nobody (no body?) noticed! :)
Geoff Layton
> Date: Wed, 10 Aug 2011 17:42:02 -0400
> From: [log in to unmask]
> Subject: Re: [BULK] Re: Usage question
> To: [log in to unmask]
>
> I would add "alot" to the mix.
> >
> Craig
>
> My preference is to give students knowledge and to let them make choices.
> > I
> > tell them that most educated writers (including the editors of almost
> > every
> > magazine, newspaper, and publishing house) use "all right" and not
> > "alright," but the latter is used by a minority of writers, and its use
> > may
> > be growing. They can use "alright" if they like, but they can expect that
> > a
> > number of their readers may judge them on it. They might think twice
> > before
> > using "alright" in a college application essay or in a job application
> > letter.
> >
> > Language is democratic, and if enough people join the "alright" bandwagon,
> > it will become accepted the way "another" and "altogether" are accepted.
> > Everyone is free to jump on that bandwagon, but it doesn't hurt to weigh
> > the
> > consequences.
> >
> > Dick
> >
> > On Wed, Aug 10, 2011 at 2:06 PM, Castilleja, Janet <
> > [log in to unmask]> wrote:
> >
> >> If another can be a word, why not alright? Im never marking this
> >> wrong again.****
> >>
> >> ** **
> >>
> >> Janet
> >>
> >
> > To join or leave this LISTSERV list, please visit the list's web interface
> > at:
> > http://listserv.muohio.edu/archives/ateg.html
> > and select "Join or leave the list"
> >
> > Visit ATEG's web site at http://ateg.org/
> >
>
> To join or leave this LISTSERV list, please visit the list's web interface at:
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>
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OMG! Alot as one word? Craig - the world has indeed come to an end! Perhaps the rapture really did happen, and so few were taken - those who always (all ways?) use "a lot" and "all right" - that nobody (no body?) noticed! :) Geoff Layton > Date: Wed, 10 Aug 2011 17:42:02 -0400 > From: [log in to unmask]> Subject: To join or leave this LISTSERV list, please visit the list's web interface at:
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========================================================================Date: Fri, 12 Aug 2011 18:45:24 +0000
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Comments: RFC822 error: Invalid RFC822 field - "=". Rest of header
flushed.
From: "Spruiell, William C" <[log in to unmask]>
Subject: Re: [BULK] Re: Usage question
In-Reply-To: <[log in to unmask]>
Content-Type: text/plain; charset="Windows-1252"
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Craig,
"Alot" just for the adverbial use ("I do that alot"), or also for the pseudo-determiner/quantity use? If the latter, it's hard to see why the "of" shouldn't be glommed in to yield "alotta." It's not like that's going to freak out people more than plain "alot" will.
[Just for the record -- I like having both "all right" and "alright" available, since I think the distinction is useful; I can't see that kind of utility for "alot," but I also know that conscious calculations of utility have historically had about as much effect on the development of language and spelling conventions as have fluctuations in the availability of parsnips].
Bill Spruiell
________________________________________
From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Craig Hancock [[log in to unmask]]
Sent: Wednesday, August 10, 2011 5:42 PM
To: [log in to unmask]
Subject: Re: [BULK] Re: Usage question
I would add "alot" to the mix.
>
Craig
My preference is to give students knowledge and to let them make choices.
> I
> tell them that most educated writers (including the editors of almost
> every
> magazine, newspaper, and publishing house) use "all right" and not
> "alright," but the latter is used by a minority of writers, and its use
> may
> be growing. They can use "alright" if they like, but they can expect that
> a
> number of their readers may judge them on it. They might think twice
> before
> using "alright" in a college application essay or in a job application
> letter.
>
> Language is democratic, and if enough people join the "alright" bandwagon,
> it will become accepted the way "another" and "altogether" are accepted.
> Everyone is free to jump on that bandwagon, but it doesn't hurt to weigh
> the
> consequences.
>
> Dick
>
> On Wed, Aug 10, 2011 at 2:06 PM, Castilleja, Janet <
> [log in to unmask]> wrote:
>
>> If another can be a word, why not alright? Im never marking this
>> wrong again.****
>>
>> ** **
>>
>> Janet
>>
>
> To join or leave this LISTSERV list, please visit the list's web interface
> at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
>
> Visit ATEG's web site at http://ateg.org/
>
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========================================================================Date: Fri, 12 Aug 2011 19:47:34 +0000
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
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From: "Paul E. Doniger" <[log in to unmask]>
Subject: Re: [BULK] Re: Usage question
In-Reply-To: <[log in to unmask]>
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Oi8vYXRlZy5vcmcvDQo========================================================================Date: Fri, 12 Aug 2011 17:34:08 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: "STAHLKE, HERBERT F" <[log in to unmask]>
Subject: Re: [BULK] Re: Usage question
In-Reply-To: <[log in to unmask]>
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Yeah, so do I, but you don't get alotta parsnips till after a good freeze.
Herb
-----Original Message-----
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Paul E. Doniger
Sent: Friday, August 12, 2011 3:48 PM
To: [log in to unmask]
Subject: Re: [BULK] Re: Usage question
I love parsnips.
Sent via BlackBerry by AT&T
-----Original Message-----
From: "Spruiell, William C" <[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar <[log in to unmask]>
Date: Fri, 12 Aug 2011 18:45:24
To: <[log in to unmask]>
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Subject: Re: [BULK] Re: Usage question
Craig,
"Alot" just for the adverbial use ("I do that alot"), or also for the pseudo-determiner/quantity use? If the latter, it's hard to see why the "of" shouldn't be glommed in to yield "alotta." It's not like that's going to freak out people more than plain "alot" will.
[Just for the record -- I like having both "all right" and "alright" available, since I think the distinction is useful; I can't see that kind of utility for "alot," but I also know that conscious calculations of utility have historically had about as much effect on the development of language and spelling conventions as have fluctuations in the availability of parsnips].
Bill Spruiell
________________________________________
From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Craig Hancock [[log in to unmask]]
Sent: Wednesday, August 10, 2011 5:42 PM
To: [log in to unmask]
Subject: Re: [BULK] Re: Usage question
I would add "alot" to the mix.
>
Craig
My preference is to give students knowledge and to let them make choices.
> I
> tell them that most educated writers (including the editors of almost
> every magazine, newspaper, and publishing house) use "all right" and
> not "alright," but the latter is used by a minority of writers, and
> its use may be growing. They can use "alright" if they like, but they
> can expect that a number of their readers may judge them on it. They
> might think twice before using "alright" in a college application
> essay or in a job application letter.
>
> Language is democratic, and if enough people join the "alright"
> bandwagon, it will become accepted the way "another" and "altogether" are accepted.
> Everyone is free to jump on that bandwagon, but it doesn't hurt to
> weigh the consequences.
>
> Dick
>
> On Wed, Aug 10, 2011 at 2:06 PM, Castilleja, Janet <
> [log in to unmask]> wrote:
>
>> If 'another' can be a word, why not 'alright'? I'm never marking
>> this wrong again.****
>>
>> ** **
>>
>> Janet
>>
>
> To join or leave this LISTSERV list, please visit the list's web
> interface
> at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
>
> Visit ATEG's web site at http://ateg.org/
>
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========================================================================Date: Sat, 13 Aug 2011 06:10:47 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Scott Catledge <[log in to unmask]>
Subject: Re: ATEG Digest - 10 Aug 2011 to 12 Aug 2011 (#2011-151)
In-Reply-To: <[log in to unmask]>
MIME-Version: 1.0
Content-Type: text/plain; charset="US-ASCII"
Content-Transfer-Encoding: 7bit
I always answered usage questions by pointing out that, although no one
could
require the preferred spelling (unless you were an employee), everyone
hiring
has the right to judge the degree and/or level of language formality when
verbal
expression, particularly written, is requisite to the position. The right
to
judge follows the Golden Rule: who has the gold makes the rules. I have
known
major employers (e.g., owners of newspapers) who would hire those who did
not use
"proper" English only for manual labor positions. Admittedly some sports
writers
refused to conform and, on some newspapers of my acquaintance, were able to
express
themselves as they wanted; others were edited by the proofreading
department--back
when they existed. I had a friend in college who wanted to be an English
teacher.
His advisor told him, "You can't spell, your grammar is poor, and your usage
is
atrocious. You had better major in journalism: you will not be accepted as
an
English major." I told him that he should brush up on sports but not
consider
Orlando as a good place to work: the Sentinel-Star was noted at the time for
its
zero tolerance for grammatical, usage, and spelling errors. Unfortunately
for him,
the student newspaper also has zero tolerance for grammatical, usage, and
spelling
errors. He ended up majoring in P.E.
Scott
You have the absolute right to express yourself as you choose: others have
the same
right to reject you and/or your product as inappropriate. Any teachers who
do not
alert their students to the possibility that their grammatical, usage, and
spelling
errors may impact their further education and careers is doing them a
disservice.
I had Hispanic Angelenos in my proofreading classes who had graduated from
high school
as functional illiterates--both in English and in Spanish. They felt anger
at having
bothered to attend classes for 12 years only to be limited to menial
jobs--they were
even rejected by skilled trade training programs because they lacked the
literacy to
read technical manuals. When they asked me why they were not taught
"proper" English
in high school, I evaded the question by suggesting that they ask their
teachers or
guidance counselors.
My preference is to give students knowledge and to let them make choices.
> I
> tell them that most educated writers (including the editors of almost
> every magazine, newspaper, and publishing house) use "all right" and
> not "alright," but the latter is used by a minority of writers, and
> its use may be growing. They can use "alright" if they like, but they
> can expect that a number of their readers may judge them on it. They
> might think twice before using "alright" in a college application
> essay or in a job application letter.
>
> Language is democratic, and if enough people join the "alright"
> bandwagon, it will become accepted the way "another" and "altogether" are accepted.
> Everyone is free to jump on that bandwagon, but it doesn't hurt to
> weigh the consequences.
>
> Dick
>
> On Wed, Aug 10, 2011 at 2:06 PM, Castilleja, Janet <
> [log in to unmask]> wrote:
>
>> If 'another' can be a word, why not 'alright'? I'm never marking
>> this wrong again.****
>>
>> ** **
>>
>> Janet
>>
>
To join or leave this LISTSERV list, please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
========================================================================Date: Sat, 13 Aug 2011 09:09:43 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Craig Hancock <[log in to unmask]>
Subject: Re: [BULK] Re: Usage question
MIME-Version: 1.0
Content-Type: text/plain;charset=iso-8859-1
Content-Transfer-Encoding: quoted-printable
Bill,
I was thinking about situations like "I own a lot, which I check a
lot." Or "I check a lot a lot." If we had a different spelling for the
adverbial use (which I hear as "alot," not "a lot" in the above
instances), I think it would better represent the way the structure
has evolved both phonetically and cognitively. I hear it and think of
it as a single word spelled as two.
Of course, the written language is innately conservative in the classic
sense of that term. People will treat it as an error. Even as I type
this, the computer puts a red squiggly line underneath "alot" to cajole
me back.
Craig
Craig,
>
> "Alot" just for the adverbial use ("I do that alot"), or also for the
> pseudo-determiner/quantity use? If the latter, it's hard to see why the
> "of" shouldn't be glommed in to yield "alotta." It's not like that's going
> to freak out people more than plain "alot" will.
>
> [Just for the record -- I like having both "all right" and "alright"
> available, since I think the distinction is useful; I can't see that kind
> of utility for "alot," but I also know that conscious calculations of
> utility have historically had about as much effect on the development of
> language and spelling conventions as have fluctuations in the availability
> of parsnips].
>
> Bill Spruiell
> ________________________________________
> From: Assembly for the Teaching of English Grammar
> [[log in to unmask]] on behalf of Craig Hancock [[log in to unmask]]
> Sent: Wednesday, August 10, 2011 5:42 PM
> To: [log in to unmask]
> Subject: Re: [BULK] Re: Usage question
>
> I would add "alot" to the mix.
> >
> Craig
>
> My preference is to give students knowledge and to let them make choices.
>> I
>> tell them that most educated writers (including the editors of almost
>> every
>> magazine, newspaper, and publishing house) use "all right" and not
>> "alright," but the latter is used by a minority of writers, and its use
>> may
>> be growing. They can use "alright" if they like, but they can expect
>> that
>> a
>> number of their readers may judge them on it. They might think twice
>> before
>> using "alright" in a college application essay or in a job application
>> letter.
>>
>> Language is democratic, and if enough people join the "alright"
>> bandwagon,
>> it will become accepted the way "another" and "altogether" are accepted.
>> Everyone is free to jump on that bandwagon, but it doesn't hurt to weigh
>> the
>> consequences.
>>
>> Dick
>>
>> On Wed, Aug 10, 2011 at 2:06 PM, Castilleja, Janet <
>> [log in to unmask]> wrote:
>>
>>> If another can be a word, why not alright? Im never marking this
>>> wrong again.****
>>>
>>> ** **
>>>
>>> Janet
>>>
>>
>> To join or leave this LISTSERV list, please visit the list's web
>> interface
>> at:
>> http://listserv.muohio.edu/archives/ateg.html
>> and select "Join or leave the list"
>>
>> Visit ATEG's web site at http://ateg.org/
>>
>
> To join or leave this LISTSERV list, please visit the list's web interface
> at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
>
> Visit ATEG's web site at http://ateg.org/
>
> To join or leave this LISTSERV list, please visit the list's web interface
> at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
>
> Visit ATEG's web site at http://ateg.org/
>
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========================================================================Date: Sat, 13 Aug 2011 11:10:07 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Dick Veit <[log in to unmask]>
Subject: a lot / alot
MIME-Version: 1.0
Content-Type: multipart/alternative; boundary cf302ad6eaedad0804aa646c6c
--20cf302ad6eaedad0804aa646c6c
Content-Type: text/plain; charset=ISO-8859-1
Craig,
Adverbial yes, but a noun phrase used adverbially rather than a true adverb.
Consider the intensifier:
I do it often / very often.
I do it a lot / *very a lot / a whole lot.
I do it a bit / *very a bit / a little bit.
Dick
On Sat, Aug 13, 2011 at 9:09 AM, Craig Hancock <[log in to unmask]> wrote:
> Bill,
> I was thinking about situations like "I own a lot, which I check a
> lot." Or "I check a lot a lot." If we had a different spelling for the
> adverbial use (which I hear as "alot," not "a lot" in the above
> instances), I think it would better represent the way the structure
> has evolved both phonetically and cognitively. I hear it and think of
> it as a single word spelled as two.
> Of course, the written language is innately conservative in the classic
> sense of that term. People will treat it as an error. Even as I type
> this, the computer puts a red squiggly line underneath "alot" to cajole
> me back.
>
> Craig
To join or leave this LISTSERV list, please visit the list's web interface at:
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--20cf302ad6eaedad0804aa646c6c
Content-Type: text/html; charset=ISO-8859-1
Content-Transfer-Encoding: quoted-printable
Craig,
Adverbial yes, but a noun phrase used adverbially rather than a true adverb. Consider the intensifier:
I do it often / very often. I do it a lot / *very a lot / a whole lot.
I do it a bit / *very a bit / a little bit.
Dick
On Sat, Aug 13, 2011 at 9:09 AM, Craig Hancock <[log in to unmask]> wrote:
> Bill, > I was thinking about situations like "I own a lot, which I check a > lot." Or "I check a lot a lot." If we had a different spelling for the > adverbial use (which I hear as "alot," not "a lot" in the above
> instances), I think it would better represent the way the structure > has evolved both phonetically and cognitively. I hear it and think of > it as a single word spelled as two. > Of course, the written language is innately conservative in the classic
> sense of that term. People will treat it as an error. Even as I type > this, the computer puts a red squiggly line underneath "alot" to cajole > me back. > > Craig
To join or leave this LISTSERV list, please visit the list's web interface at:
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--20cf302ad6eaedad0804aa646c6c--
========================================================================Date: Sun, 14 Aug 2011 10:49:33 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Scott Catledge <[log in to unmask]>
Subject: Re: ATEG Digest - 12 Aug 2011 to 13 Aug 2011 (#2011-152)
In-Reply-To: <[log in to unmask]>
MIME-Version: 1.0
Content-Type: text/plain; charset="us-ascii"
Content-Transfer-Encoding: 7bit
Too many "educated" will applaud your first sentence and call you a bigot
for your second.
How dare you assert that the way people speak and write naturally is less
than perfect.
Did we teach in the same school in LA? I bluntly told my proofreading
students that many of
them were in the unusual situation of being both perfectly bilingual but
illiterate in both
languages (LA schools did not allow Hispanics to take regular Spanish
classes but failed to
offer special Spanish grammar and composition classes for Hispanics). In
defense of the LA
School district, the law required teachers in 70 Vietnamese languages, 60
Laotian, and,
fortunately, only 10 Cambodian languages--thanks to the large numbers of
speakers of Central
Khmer and secondarily of Western Cham. The biggest problem were the
Hmong--where the oral
culture was highly prized and valued over literacy: many Hmong academies
have sprung up to
develop teaching materials and encourage literacy. The District has focused
on Cantonese,
Tagalog, Korean, and Samoan with a single KEYS school in
Vietnamese--whatever that is--and
one in Japanese.
I was reviewing the hiring of an applicant and noted that he claimed to
speak Chinese, Swiss,
and Filipino (this was long before Manila renamed Tagalog). Because
language proficiency in
other than English had no bearing on his hire--he was highly unlikely to be
dealing with US
veterans in Las Vegas who did not speak fluent English--he was not
terminated for falsifying
an application; however, I did counsel him to be more accurate in future
applications. He was.
Scott
-----Original Message-----
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of ATEG automatic digest system
Sent: Sunday, August 14, 2011 12:00 AM
To: [log in to unmask]
Subject: ATEG Digest - 12 Aug 2011 to 13 Aug 2011 (#2011-152)
There are 3 messages totalling 303 lines in this issue.
Topics of the day:
1. ATEG Digest - 10 Aug 2011 to 12 Aug 2011 (#2011-151)
2. [BULK] Re: Usage question
3. a lot / alot
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----------------------------------------------------------------------
Date: Sat, 13 Aug 2011 06:10:47 -0400
From: Scott Catledge <[log in to unmask]>
Subject: Re: ATEG Digest - 10 Aug 2011 to 12 Aug 2011 (#2011-151)
I always answered usage questions by pointing out that, although no one
could
require the preferred spelling (unless you were an employee), everyone
hiring
has the right to judge the degree and/or level of language formality when
verbal
expression, particularly written, is requisite to the position. The right
to
judge follows the Golden Rule: who has the gold makes the rules. I have
known
major employers (e.g., owners of newspapers) who would hire those who did
not use
"proper" English only for manual labor positions. Admittedly some sports
writers
refused to conform and, on some newspapers of my acquaintance, were able to
express
themselves as they wanted; others were edited by the proofreading
department--back
when they existed. I had a friend in college who wanted to be an English
teacher.
His advisor told him, "You can't spell, your grammar is poor, and your usage
is
atrocious. You had better major in journalism: you will not be accepted as
an
English major." I told him that he should brush up on sports but not
consider
Orlando as a good place to work: the Sentinel-Star was noted at the time for
its
zero tolerance for grammatical, usage, and spelling errors. Unfortunately
for him,
the student newspaper also has zero tolerance for grammatical, usage, and
spelling
errors. He ended up majoring in P.E.
Scott
You have the absolute right to express yourself as you choose: others have
the same
right to reject you and/or your product as inappropriate. Any teachers who
do not
alert their students to the possibility that their grammatical, usage, and
spelling
errors may impact their further education and careers is doing them a
disservice.
I had Hispanic Angelenos in my proofreading classes who had graduated from
high school
as functional illiterates--both in English and in Spanish. They felt anger
at having
bothered to attend classes for 12 years only to be limited to menial
jobs--they were
even rejected by skilled trade training programs because they lacked the
literacy to
read technical manuals. When they asked me why they were not taught
"proper" English
in high school, I evaded the question by suggesting that they ask their
teachers or
guidance counselors.
My preference is to give students knowledge and to let them make choices.
> I
> tell them that most educated writers (including the editors of almost
> every magazine, newspaper, and publishing house) use "all right" and
> not "alright," but the latter is used by a minority of writers, and
> its use may be growing. They can use "alright" if they like, but they
> can expect that a number of their readers may judge them on it. They
> might think twice before using "alright" in a college application
> essay or in a job application letter.
>
> Language is democratic, and if enough people join the "alright"
> bandwagon, it will become accepted the way "another" and "altogether" are accepted.
> Everyone is free to jump on that bandwagon, but it doesn't hurt to
> weigh the consequences.
>
> Dick
>
> On Wed, Aug 10, 2011 at 2:06 PM, Castilleja, Janet <
> [log in to unmask]> wrote:
>
>> If 'another' can be a word, why not 'alright'? I'm never marking
>> this wrong again.****
>>
>> ** **
>>
>> Janet
>>
>
To join or leave this LISTSERV list, please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
========================================================================Date: Sun, 14 Aug 2011 22:58:03 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
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From: Craig Hancock <[log in to unmask]>
Subject: Re: a lot / alot
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Dick,
That is convincing, though "a lot" translates more to "very much" than
just "much," so that may be tantamount to a "very very." But putting
the adjective between seems to seal it as determiner plus noun. I
still think it acts more like a set construction than a two word
sequence. I don't think we think of "a" plus "lot" when we hear "a
lot." But the suggestion was never one that I expected people to take
seriously.
Craig>
Craig,
>
> Adverbial yes, but a noun phrase used adverbially rather than a true
> adverb.
> Consider the intensifier:
>
> I do it often / very often.
> I do it a lot / *very a lot / a whole lot.
> I do it a bit / *very a bit / a little bit.
>
> Dick
>
> On Sat, Aug 13, 2011 at 9:09 AM, Craig Hancock <[log in to unmask]> wrote:
>> Bill,
>> I was thinking about situations like "I own a lot, which I check a
>> lot." Or "I check a lot a lot." If we had a different spelling for the
>> adverbial use (which I hear as "alot," not "a lot" in the above
>> instances), I think it would better represent the way the structure
>> has evolved both phonetically and cognitively. I hear it and think of
>> it as a single word spelled as two.
>> Of course, the written language is innately conservative in the
>> classic
>> sense of that term. People will treat it as an error. Even as I type
>> this, the computer puts a red squiggly line underneath "alot" to cajole
>> me back.
>>
>> Craig
>
> To join or leave this LISTSERV list, please visit the list's web interface
> at:
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>
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>
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========================================================================Date: Mon, 15 Aug 2011 11:03:27 -0400
Reply-To: Assembly for the Teaching of English Grammar
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Sender: Assembly for the Teaching of English Grammar
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From: Dick Veit <[log in to unmask]>
Subject: Re: a lot / alot
In-Reply-To: <[log in to unmask]>
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Craig,
"A lot" is certainly idiomatic and probably unanalyzable to most speakers.
It presumably comes from "lot" meaning share or property, with *odd lots,
cast one's lot, *and *lots of* being other derivatives. It may be a semantic
chameleon, but grammatically it is still a noun phrase with an article and
noun. That is more obvious in sentences like this:
Your message gave me a lot to think about.
It took a lot of guts to admit her mistakes.
A lot of times he does things he later regrets.
Dick
On Sun, Aug 14, 2011 at 10:58 PM, Craig Hancock <[log in to unmask]> wrote:
> Dick,
> That is convincing, though "a lot" translates more to "very much" than
> just "much," so that may be tantamount to a "very very." But putting
> the adjective between seems to seal it as determiner plus noun. I
> still think it acts more like a set construction than a two word
> sequence. I don't think we think of "a" plus "lot" when we hear "a
> lot." But the suggestion was never one that I expected people to take
> seriously.
>
>
> Craig>
>
> Craig,
> >
> > Adverbial yes, but a noun phrase used adverbially rather than a true
> > adverb.
> > Consider the intensifier:
> >
> > I do it often / very often.
> > I do it a lot / *very a lot / a whole lot.
> > I do it a bit / *very a bit / a little bit.
> >
> > Dick
> >
> > On Sat, Aug 13, 2011 at 9:09 AM, Craig Hancock <[log in to unmask]>
> wrote:
> >> Bill,
> >> I was thinking about situations like "I own a lot, which I check a
> >> lot." Or "I check a lot a lot." If we had a different spelling for the
> >> adverbial use (which I hear as "alot," not "a lot" in the above
> >> instances), I think it would better represent the way the structure
> >> has evolved both phonetically and cognitively. I hear it and think of
> >> it as a single word spelled as two.
> >> Of course, the written language is innately conservative in the
> >> classic
> >> sense of that term. People will treat it as an error. Even as I type
> >> this, the computer puts a red squiggly line underneath "alot" to cajole
> >> me back.
> >>
> >> Craig
>
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Craig,
"A lot" is certainly idiomatic and probably unanalyzable to most speakers. It presumably comes from "lot" meaning share or property, with odd lots, cast one's lot, and lots of being other derivatives. It may be a semantic chameleon, but grammatically it is still a noun phrase with an article and noun. That is more obvious in sentences like this:
Your message gave me a lot to think about. It took a lot of guts to admit her mistakes. A lot of times he does things he later regrets.
Dick
On Sun, Aug 14, 2011 at 10:58 PM, Craig Hancock <[log in to unmask]> wrote:
Dick,
That is convincing, though "a lot" translates more to "very much" than
just "much," so that may be tantamount to a "very very." But putting
the adjective between seems to seal it as determiner plus noun. I
still think it acts more like a set construction than a two word
sequence. I don't think we think of "a" plus "lot" when we hear "a
lot." But the suggestion was never one that I expected people to take
seriously.
Craig>
Craig,
>
> Adverbial yes, but a noun phrase used adverbially rather than a true
> adverb.
> Consider the intensifier:
>
> I do it often / very often.
> I do it a lot / *very a lot / a whole lot.
> I do it a bit / *very a bit / a little bit.
>
> Dick
>
> On Sat, Aug 13, 2011 at 9:09 AM, Craig Hancock < [log in to unmask]> wrote:
>> Bill,
>> I was thinking about situations like "I own a lot, which I check a
>> lot." Or "I check a lot a lot." If we had a different spelling for the
>> adverbial use (which I hear as "alot," not "a lot" in the above
>> instances), I think it would better represent the way the structure
>> has evolved both phonetically and cognitively. I hear it and think of
>> it as a single word spelled as two.
>> Of course, the written language is innately conservative in the
>> classic
>> sense of that term. People will treat it as an error. Even as I type
>> this, the computer puts a red squiggly line underneath "alot" to cajole
>> me back.
>>
>> Craig
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========================================================================Date: Mon, 15 Aug 2011 10:27:23 -0700
Reply-To: Assembly for the Teaching of English Grammar
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Sender: Assembly for the Teaching of English Grammar
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From: Scott Woods <[log in to unmask]>
Subject: grammar question about "what"
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In the sentence , what is the role of "what"? How would you explain it? Is it adjectival to "wisdom"? Is it just a question marker? You could re-write the sentence as , so "what" doesn't seem to be telling exactly the kind of wisdom. You could also re-write it as , so does "what" operate like an interrogative adjectival negator modifying "wisdom"?
What else might be going on?
Thanks,
Scott Woods
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Dear List,
In the sentence <What wisdom can you find that is greater than kindness?>, what is the role of "what"? How would you explain it? Is it adjectival to "wisdom"? Is it just a question marker? You could re-write the sentence as <Can you find wisdom that is greater than kindness?>, so "what" doesn't seem to be telling exactly the kind of wisdom. You could also re-write it as <You can find no wisdom that is greater than kindness>, so does "what" operate like an interrogative adjectival negator modifying "wisdom"? What else might be going on?
Thanks,
Scott Woods
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========================================================================Date: Mon, 15 Aug 2011 16:17:08 -0400
Reply-To: Assembly for the Teaching of English Grammar
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Sender: Assembly for the Teaching of English Grammar
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From: Dick Veit <[log in to unmask]>
Subject: Re: grammar question about "what"
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Scott,
It's a determiner. "What" and "which" are interrogative determiners. "Whose"
is a possessive interrogative determiner.
Dick
On Mon, Aug 15, 2011 at 1:27 PM, Scott Woods <[log in to unmask]> wrote:
> Dear List,
>
> In the sentence ,
> what is the role of "what"? How would you explain it? Is it adjectival to
> "wisdom"? Is it just a question marker? You could re-write the sentence as
> , so "what" doesn't seem
> to be telling exactly the kind of wisdom. You could also re-write it as can find no wisdom that is greater than kindness>, so does "what" operate
> like an interrogative adjectival negator modifying "wisdom"?
> What else might be going on?
>
> Thanks,
>
> Scott Woods
> To join or leave this LISTSERV list, please visit the list's web interface
> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
> leave the list"
>
> Visit ATEG's web site at http://ateg.org/
>
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Scott,
It's a determiner. "What" and "which" are interrogative determiners. "Whose" is a possessive interrogative determiner.
Dick
On Mon, Aug 15, 2011 at 1:27 PM, Scott Woods <[log in to unmask]> wrote:
Dear List,
In the sentence <What wisdom can you find that is greater than kindness?>, what is the role of "what"? How would you explain it? Is it adjectival to "wisdom"? Is it just a question marker? You could re-write the sentence as <Can you find wisdom that is greater than kindness?>, so "what" doesn't seem to be telling exactly the kind of wisdom. You could also re-write it as <You can find no wisdom that is greater than kindness>, so does "what" operate like an interrogative adjectival negator modifying "wisdom"?
What else might be going on?
Thanks,
Scott Woods
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========================================================================Date: Mon, 15 Aug 2011 17:09:13 -0400
Reply-To: Assembly for the Teaching of English Grammar
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Sender: Assembly for the Teaching of English Grammar
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From: Craig Hancock <[log in to unmask]>
Subject: Re: a lot / alot
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Dick,
The fact that it is not analyzable may be more relevant to the
spelling issue. Most people (including myself) would be hard pressed
to define "lot" in the noun phrase "thanks a lot." It's interesting
that we can use it without "a" in some contexts, but need to make it
plural, as in "Thanks lots." A singular "lot" and plural "lots" seem
to mean the same thing unless we bring in the fact that "a" seems to
make "lot" plural, a rather strange pattern, to say the least.
It's another example, I think, of how language avoids neat categorization.
Craig
Craig,
>
> "A lot" is certainly idiomatic and probably unanalyzable to most speakers.
> It presumably comes from "lot" meaning share or property, with *odd lots,
> cast one's lot, *and *lots of* being other derivatives. It may be a
> semantic
> chameleon, but grammatically it is still a noun phrase with an article and
> noun. That is more obvious in sentences like this:
>
> Your message gave me a lot to think about.
> It took a lot of guts to admit her mistakes.
> A lot of times he does things he later regrets.
>
> Dick
>
> On Sun, Aug 14, 2011 at 10:58 PM, Craig Hancock <[log in to unmask]>
> wrote:
>
>> Dick,
>> That is convincing, though "a lot" translates more to "very much"
>> than
>> just "much," so that may be tantamount to a "very very." But putting
>> the adjective between seems to seal it as determiner plus noun. I
>> still think it acts more like a set construction than a two word
>> sequence. I don't think we think of "a" plus "lot" when we hear "a
>> lot." But the suggestion was never one that I expected people to take
>> seriously.
>>
>>
>> Craig>
>>
>> Craig,
>> >
>> > Adverbial yes, but a noun phrase used adverbially rather than a true
>> > adverb.
>> > Consider the intensifier:
>> >
>> > I do it often / very often.
>> > I do it a lot / *very a lot / a whole lot.
>> > I do it a bit / *very a bit / a little bit.
>> >
>> > Dick
>> >
>> > On Sat, Aug 13, 2011 at 9:09 AM, Craig Hancock <[log in to unmask]>
>> wrote:
>> >> Bill,
>> >> I was thinking about situations like "I own a lot, which I check a
>> >> lot." Or "I check a lot a lot." If we had a different spelling for
>> the
>> >> adverbial use (which I hear as "alot," not "a lot" in the above
>> >> instances), I think it would better represent the way the structure
>> >> has evolved both phonetically and cognitively. I hear it and think of
>> >> it as a single word spelled as two.
>> >> Of course, the written language is innately conservative in the
>> >> classic
>> >> sense of that term. People will treat it as an error. Even as I type
>> >> this, the computer puts a red squiggly line underneath "alot" to
>> cajole
>> >> me back.
>> >>
>> >> Craig
>>
>
> To join or leave this LISTSERV list, please visit the list's web interface
> at:
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>
> Visit ATEG's web site at http://ateg.org/
>
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========================================================================Date: Thu, 18 Aug 2011 13:59:15 -0700
Reply-To: Assembly for the Teaching of English Grammar
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Sender: Assembly for the Teaching of English Grammar
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From: Carol Morrison <[log in to unmask]>
Subject: First Day Icebreakers for College English
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The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock âgradingâ or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the studentsâ writing suffers from or what might plague it. Another term that has been used is âwriting sample,â which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out âclean.â Anyway, I think the first day is
important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they donât like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.
Thanks so much.
Carol Morrison
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The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock âgradingâ or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the studentsâ writing suffers from or what might plague it. Another term that has been
used is âwriting sample,â which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out âclean.â Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they donât like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.
Thanks so much.
Carol Morrison |
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========================================================================Date: Thu, 18 Aug 2011 14:39:41 -0700
Reply-To: Assembly for the Teaching of English Grammar
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Sender: Assembly for the Teaching of English Grammar
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From: Claudia Kiburz <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
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You can always do a round robin. Each students get a start to a story or essay. Each students writes for a designated time and then passes it along to the person next to him. There is no need to finish a sentence. The next person just reads the essay and continues on. Starters might be:
This semester in this class I expect to learn ...
When I am writing, I always have problems with ...
Some things I want to know about my teacher are ...
The reasons that I am taking this course are ...
Some grammar point I find daunting are ...
Some things which I really value are ...
You can have each student initial their input or you could hand out a variety of colored pens. This depends on your class size. Or you could leave the pieces anonymous. At the end of the year, you could revisit them and see if students can guess who wrote the comments.
Â
________________________________
From: Carol Morrison <[log in to unmask]>
To: [log in to unmask]
Sent: Thursday, August 18, 2011 4:59 PM
Subject: First Day Icebreakers for College English
The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock âgradingâ or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the studentsâ writing suffers from or what might plague it. Another term that has been used is âwriting sample,â which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out âclean.â Anyway, I think the first day is
important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they donât like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.
Thanks so much.
Carol Morrison
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You can always do a round robin. Each students get a start to a story or essay. Each students writes for a designated time and then passes it along to the person next to him. There is no need to finish a sentence. The next person just reads the essay and continues on. Starters might be: This semester in this class I expect to learn ... When I am writing, I always have problems with ... Some things I want to know about my teacher are ... The reasons that I am taking this course are ... Some grammar point I find daunting are ... Some things which I really value are ... You can have each student initial their input or you could hand out a variety of colored pens. This depends on your class size. Or you could leave the pieces anonymous. At the end of the year, you could revisit them and see if students can guess who
wrote the comments.
From: Carol Morrison <[log in to unmask]> To: [log in to unmask] Sent: Thursday, August 18, 2011 4:59 PM Subject: First Day Icebreakers for College English
The days are
flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock âgradingâ or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the studentsâ writing suffers from or what might plague it. Another term that has been
used is âwriting sample,â which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out âclean.â Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they donât like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.
Thanks so much.
Carol Morrison |
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========================================================================Date: Thu, 18 Aug 2011 18:00:50 -0400
Reply-To: Assembly for the Teaching of English Grammar
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Sender: Assembly for the Teaching of English Grammar
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From: Amy Benjamin <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
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It's your first day and theirs as well. I'm sure they are nervous. I would
suggest doing something that offers reassurance that they can succeed in
their new endeavor. How about some kind of listing activity that would
generate a profusion of language on a given topic. Propose a rich and open topic:
communication, college, science... and have the students brainstorm its
nouns (first concrete, then abstract), adjectives, verbs, and adverbs. Do
something fun that gets them talking to each other.
Amy
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It's your first day and theirs as well. I'm sure they are nervous. I would
suggest doing something that offers reassurance that they can succeed in their
new endeavor. How about some kind of listing activity that would generate a
profusion of language on a given topic. Propose a rich and open topic:
communication, college, science... and have the students brainstorm its nouns
(first concrete, then abstract), adjectives, verbs, and adverbs. Do something
fun that gets them talking to each other.
Amy
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========================================================================Date: Thu, 18 Aug 2011 15:01:27 -0700
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
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From: Carol Morrison <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
In-Reply-To: <[log in to unmask]>
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Thank you, Claudia. That is a great idea! I meant to include in my post that I am looking for grammar/writing related things to do the first day that would introduce the students to grammar and writing without lecturing on it. Or rather, introduce it to them in a stimulating way by immersing them in it rather than talking about it. ( The "This is what we will be covering..." spiel.)
Best-
Carol
--- On Thu, 8/18/11, Claudia Kiburz <[log in to unmask]> wrote:
From: Claudia Kiburz <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Thursday, August 18, 2011, 5:39 PM
You can always do a round robin. Each students get a start to a story or essay. Each students writes for a designated time and then passes it along to the person next to him. There is no need to finish a sentence. The next person just reads the essay and continues on. Starters might be:
This semester in this class I expect to learn ...
When I am writing, I always have problems with ...
Some things I want to know about my teacher are ...
The reasons that I am taking this course are ...
Some grammar point I find daunting are ...
Some things which I really value are ...
You can have each student initial their input or you could hand out a variety of colored pens. This depends on your class size. Or you could leave the pieces anonymous. At the end of the year, you could revisit them and see if students can guess who wrote the comments.
Â
From: Carol Morrison <[log in to unmask]>
To: [log in to unmask]
Sent: Thursday, August 18, 2011 4:59 PM
Subject: First Day Icebreakers for College English
The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock âgradingâ or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the studentsâ writing suffers from or what might plague it. Another term that has been used is âwriting sample,â which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out âclean.â Anyway, I think the first day is
important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they donât like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.
Thanks so much.
Carol Morrison To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
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Thank you, Claudia. That is a great idea! I meant to include in my post that I am looking for grammar/writing related things to do the first day that would introduce the students to grammar and writing without lecturing on it. Or rather, introduce it to them in a stimulating way by immersing them in it rather than talking about it. ( The "This is what we will be covering..." spiel.)
Best-
From: Claudia Kiburz <[log in to unmask]> Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Date: Thursday, August 18, 2011, 5:39 PM
You can always do a round robin. Each students get a start to a story or essay. Each students writes for a designated time and then passes it along to the person next to him. There is no need to finish a sentence. The next person just reads the essay and continues on. Starters might be: This semester in this class I expect to learn ... When I am writing, I always have problems with ... Some things I want to know about my teacher are ... The reasons that I am taking this course are ... Some grammar point I find daunting are ... Some things which I really value are ... You can have each student initial their input or you could hand out a variety of colored pens. This depends on your class size. Or you could leave the pieces anonymous. At the end of the year, you could revisit them and see if students can guess who wrote
the comments.
From: Carol Morrison <[log in to unmask]> To: [log in to unmask] Sent: Thursday, August 18, 2011 4:59 PM Subject: First Day Icebreakers for College English
The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock âgradingâ or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the studentsâ writing suffers from or what might plague it. Another term that has been used is âwriting sample,â which I also find off-putting, maybe because it
conjures up the image of a urine sample which will be tested to see if it comes out âclean.â Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they donât like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.
Thanks so much.
Carol Morrison | To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
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========================================================================Date: Thu, 18 Aug 2011 17:46:57 -0500
Reply-To: Assembly for the Teaching of English Grammar
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From: Geoffrey Layton <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
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Call me crazy, but it seems to me that having a bunch of strangers congregating in a room together for the first time for a common purpose calls for introductions. Have everybody tell a little about themselves, including what they want to accomplish in a comp/writing class (my guess is that many of them will say that they want to improve their grammar). To me, a formal "icebreaker" is a very contrived form. If you want to link this introduction exercise to the work of the class, it's an easy transition from an "introduction" in the classroom to an "introduction" in a story or essay. Why are introductions important? Perhaps you can have the students go back and "edit" their introductions - how can they transform them from the typical "and then and then and then" format to something more interesting - "I always thought I was the world's worst writer, but I placed into the credit course when I thought I'd be in basic writing." Or, "I always thought I was the next Fitzgerald and wouldn't ya know it, I got placed in basic writing." If the "I want to learn grammar" comes up, it's a great opportunity to discuss grammar - why is it important?
Geoff Layton
Date: Thu, 18 Aug 2011 18:00:50 -0400
From: [log in to unmask]
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
It's your first day and theirs as well. I'm sure they are nervous. I would
suggest doing something that offers reassurance that they can succeed in their
new endeavor. How about some kind of listing activity that would generate a
profusion of language on a given topic. Propose a rich and open topic:
communication, college, science... and have the students brainstorm its nouns
(first concrete, then abstract), adjectives, verbs, and adverbs. Do something
fun that gets them talking to each other.
Amy
To join or leave this LISTSERV list, please visit the list's web interface at:
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Call me crazy, but it seems to me that having a bunch of strangers congregating in a room together for the first time for a common purpose calls for introductions. Have everybody tell a little about themselves, including what they want to accomplish in a comp/writing class (my guess is that many of them will say that they want to improve their grammar). To me, a formal "icebreaker" is a very contrived form. If you want to link this introduction exercise to the work of the class, it's an easy transition from an "introduction" in the classroom to an "introduction" in a story or essay. Why are introductions important? Perhaps you can have the students go back and "edit" their introductions - how can they transform them from the typical "and then and then and then" format to something more interesting - "I always thought I was the world's worst writer, but I placed into the credit course when I thought I'd be in basic writing." Or, "I always thought I was the next Fitzgerald and wouldn't ya know it, I got placed in basic writing." If the "I want to learn grammar" comes up, it's a great opportunity to discuss grammar - why is it important? Geoff Layton
Date: Thu, 18 Aug 2011 18:00:50 -0400 From: [log in to unmask]Subject: Re: First Day Icebreakers for College English To: [log in to unmask]
It's your first day and theirs as well. I'm sure they are nervous. I would
suggest doing something that offers reassurance that they can succeed in their
new endeavor. How about some kind of listing activity that would generate a
profusion of language on a given topic. Propose a rich and open topic:
communication, college, science... and have the students brainstorm its nouns
(first concrete, then abstract), adjectives, verbs, and adverbs. Do something
fun that gets them talking to each other.
Amy
To join or leave this LISTSERV list, please visit the list's web interface at:
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========================================================================Date: Thu, 18 Aug 2011 21:52:38 -0500
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
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From: Stephen King <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
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A first-day topic I've found useful and very interesting to read is "Describe two or three challenges to your success in this class and two or three resources you have to overcome those challenges." Their writing helps me get to know a little bit about their beyond-the-classroom lives and reminds me of the difficulties many of them face in the pursuit of their college degrees.
I might add that I teach in a community college in large urban environment.
On Aug 18, 2011, at 5:00 PM, Amy Benjamin wrote:
> It's your first day and theirs as well. I'm sure they are nervous. I would suggest doing something that offers reassurance that they can succeed in their new endeavor. How about some kind of listing activity that would generate a profusion of language on a given topic. Propose a rich and open topic: communication, college, science... and have the students brainstorm its nouns (first concrete, then abstract), adjectives, verbs, and adverbs. Do something fun that gets them talking to each other.
> Amy
> To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
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>
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A first-day topic I've found useful and very interesting to read is "Describe two or three challenges to your success in this class and two or three resources you have to overcome those challenges." Their writing helps me get to know a little bit about their beyond-the-classroom lives and reminds me of the difficulties many of them face in the pursuit of their college degrees.
I might add that I teach in a community college in large urban environment.
On Aug 18, 2011, at 5:00 PM, Amy Benjamin wrote:
It's your first day and theirs as well. I'm sure they are nervous. I would
suggest doing something that offers reassurance that they can succeed in their
new endeavor. How about some kind of listing activity that would generate a
profusion of language on a given topic. Propose a rich and open topic:
communication, college, science... and have the students brainstorm its nouns
(first concrete, then abstract), adjectives, verbs, and adverbs. Do something
fun that gets them talking to each other.
Amy
To join or leave this LISTSERV list, please visit the list's web interface at:
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========================================================================Date: Fri, 19 Aug 2011 04:08:45 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
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From: John Crow <[log in to unmask]>
Subject: Interesting Article
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Check out the following article from *Scientific American. *Be sure to
scroll down the comments at the end of the article to the one about the
pivotal role grammar plays. Right now, it's the last comment:
http://www.scientificamerican.com/article.cfm?id=the-secret-language-code
John
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Check out the following article from Scientific American. Be sure to scroll down the comments at the end of the article to the one about the pivotal role grammar plays. Right now, it's the last comment:
http://www.scientificamerican.com/article.cfm?id=the-secret-language-code
John
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--000e0cd300e0051ddd04aad73d91--
========================================================================Date: Fri, 19 Aug 2011 08:00:55 -0500
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
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From: John Dews-Alexander <[log in to unmask]>
Subject: Re: Interesting Article
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Thanks for sharing, John!
I found this excerpt particularly interesting. It's worth pondering.
--
*PENNEBAKER:* One of the most fascinating effects Ive seen in quite awhile
is that we can predict peoples college performance reasonably well by
simply analyzing their college admissions essays. Across four years, we
analyzed the admissions essays of 25,000 students and then tracked their
grade point averages (GPAs). Higher GPAs were associated with admission
essays that used high rates of nouns and low rates of verbs and pronouns.
The effects were surprisingly strong and lasted across all years of college,
no matter what the students major.
To me, the use of nouns -- especially concrete nouns -- reflects peoples
attempts to categorize and name objects, events, and ideas in their worlds.
The use of verbs and pronouns typically occur when people tell stories.
Universities clearly reward categorizers rather than story tellers. If true,
can we train young students to categorize more? Alternatively, are we
relying too much on categorization strategies in American education?
--
I think this article highlights a wonderful example of how language
analysis, grammar teaching, and writing all go hand-in-hand. It also reminds
me that students would benefit from more of an introduction to cognition and
how our language choices are motivated in both speech and writing.
John Alexander
On Fri, Aug 19, 2011 at 3:08 AM, John Crow <[log in to unmask]> wrote:
> Check out the following article from *Scientific American. *Be sure to
> scroll down the comments at the end of the article to the one about the
> pivotal role grammar plays. Right now, it's the last comment:
>
> http://www.scientificamerican.com/article.cfm?id=the-secret-language-code
>
> John
> To join or leave this LISTSERV list, please visit the list's web interface
> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
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>
> Visit ATEG's web site at http://ateg.org/
>
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Thanks for sharing, John!
I found this excerpt particularly interesting. It's worth pondering.
--
PENNEBAKER: One of the most fascinating effects Ive
seen in quite awhile is that we can predict peoples college
performance reasonably well by simply analyzing their college admissions
essays. Across four years, we analyzed the admissions essays of 25,000
students and then tracked their grade point averages (GPAs). Higher GPAs
were associated with admission essays that used high rates of nouns and
low rates of verbs and pronouns. The effects were surprisingly strong
and lasted across all years of college, no matter what the students
major.
To me, the use of nouns -- especially concrete nouns -- reflects
peoples attempts to categorize and name objects, events, and ideas in
their worlds. The use of verbs and pronouns typically occur when people
tell stories. Universities clearly reward categorizers rather than story
tellers. If true, can we train young students to categorize more?
Alternatively, are we relying too much on categorization strategies in
American education? -- I think this article highlights a wonderful example of how language analysis, grammar teaching, and writing all go hand-in-hand. It also reminds me that students would benefit from more of an introduction to cognition and how our language choices are motivated in both speech and writing.
John Alexander
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========================================================================Date: Fri, 19 Aug 2011 08:13:16 -0500
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
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From: John Dews-Alexander <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
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I think introductions around the room are helpful for all if class size
allows for it. I always provide a structure for the introduction because I
remember what it was like not knowing exactly what to say.
On the first day of any language arts class, I enjoy discussions that
emphasizes the cooperative, non-lecture-only type of environment. My initial
goal is to get the students thinking about what English/Language Arts
classes are really all about and what they encompass. We look at the overlap
of grammar, composition, and literature and how they are difficult to
appreciate/study in isolation, without reference to each other. I want them
to understand WHY we will touch on all of those things.
A grammar survey is also applicable--not a survey of skill but one of
experience. In other words, I want to gague the level of "grammarphobia" in
the class and get a sense of the students' experiences (or lack thereof)
with grammar and language analysis (word level, sentence level, paragraph
level, etc.).
Best of luck! You'll do great!
John
On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]>wrote:
> The days are flying by as I rapidly approach the first day of class on
> 8/31, and I am trying to think of a good first day plan for introducing
> myself and my courses to the students. My final schedule will now be (2)
> sections of COMP 101 and (1) section of Basic Writing. Aside from handing
> out the syllabus, and introducing myself to the class, do any of you have
> some good ideas for day #1? We used to do a diagnostic essay, but the
> college has done away with that, which I am relieved about for many reasons:
> mock grading or commenting on student writing before class has even
> commenced and also the idea that this essay will somehow diagnose what
> illnesses the students writing suffers from or what might plague it.
> Another term that has been used is writing sample, which I also find
> off-putting, maybe because it conjures up the image of a urine sample which
> will be tested to see if it comes out clean. Anyway, I think the first day
> is important for many reasons: it is the first impression the students will
> have of me as their instructor and also can be a deal breaker for some
> students who will drop after the first day if they dont like what they
> experience. Any ideas? I am also presuming at least half of the students
> will not have purchased texts, so I don't want to dive right into that the
> first day.******
>
> Thanks so much.****
>
> Carol Morrison ****
>
> To join or leave this LISTSERV list, please visit the list's web interface
> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
> leave the list"
>
> Visit ATEG's web site at http://ateg.org/
>
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I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say.
On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things.
A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack thereof) with grammar and language analysis (word level, sentence level, paragraph level, etc.).
Best of luck! You'll do great!
John
On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]> wrote:
The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock grading or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the students writing suffers from or what might plague it. Another term that has been
used is writing sample, which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out clean. Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they dont like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.
Thanks so much.
Carol Morrison |
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========================================================================Date: Fri, 19 Aug 2011 06:41:18 -0700
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
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From: Carol Morrison <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
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Thank you John, and everyone for all of the helpful advice. I really felt stuck or hung up on the first day for some reason and all of these ideas should provide for a very rich first couple of classes. I am planning on doing student introductions the first day as well. I think using grammar/writing terminology right away is wise too, so students will become familiar with the lingo and not make the grammar a separate part of the learning or secondary to the writing. (Even though they have a separate grammar handbook). I plan on using all of these ideas! Thanx again.
Carol:)
--- On Fri, 8/19/11, John Dews-Alexander <[log in to unmask]> wrote:
From: John Dews-Alexander <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 9:13 AM
I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say.
On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things.
A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack thereof) with grammar and language analysis (word level, sentence level, paragraph level, etc.).
Best of luck! You'll do great!
John
On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]> wrote:
The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock âgradingâ or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the studentsâ writing suffers from or what might plague it. Another term that has been used is âwriting sample,â which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out âclean.â Anyway, I think the first day is
important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they donât like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.
Thanks so much.
Carol Morrison
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Thank you John, and everyone for all of the helpful advice. I really felt stuck or hung up on the first day for some reason and all of these ideas should provide for a very rich first couple of classes. I am planning on doing student introductions the first day as well. I think using grammar/writing terminology right away is wise too, so students will become familiar with the lingo and not make the grammar a separate part of the learning or secondary to the writing. (Even though they have a separate grammar handbook). I plan on using all of these ideas! Thanx again.
From: John Dews-Alexander <[log in to unmask]> Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Date: Friday, August 19, 2011, 9:13 AM
I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say. On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things. A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack thereof) with
grammar and language analysis (word level, sentence level, paragraph level, etc.). Best of luck! You'll do great! John
On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]> wrote:
The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock âgradingâ or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the studentsâ writing suffers from or what might plague it. Another term that has been used is âwriting sample,â which I also find off-putting, maybe because it
conjures up the image of a urine sample which will be tested to see if it comes out âclean.â Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they donât like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.
Thanks so much.
Carol Morrison
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========================================================================Date: Fri, 19 Aug 2011 10:14:03 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: John Crow <[log in to unmask]>
Subject: Re: Interesting Article
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The comment that I referred to in my original message ties in very nicely
with your excerpt, John. Don't know if the responder is an ATEGer or not;
if not, he or she ought to be. Here's what one reader had to say:
I would wager that the reported correlation between language use in college
admission essays and GPAs has more to do with the complexity of the
grammatical structures used by the writers than with a simple count of the
number of nouns and verbs they used.
Verb use is not limited to the telling of stories, but rather plays a
central role in determining the grammatical structure of a given sentence.
Every sentence includes a verb--indeed that would have been a part of the
definition of "sentence" provided by your English teacher. The number of
nouns in a sentence actually depends on the verb that was chosen, varying
with the complexity of the predicate being expressed by that verb. For
example, a verb like "sleep," which describes the activity of one person,
the sleeper, would occur in a sentence with only one noun ("she slept"),
whereas a verb like "give" requires three nouns, the giver, the receiver,
and the thing that was given ("she gave the book to him").
It is likely that the reason that students who end up with higher GPAs used
more nouns in their admission essays is actually because they were using
verbs that expressed more complex predicates, which require more complex
grammatical structures, which require more nouns to fill them. GPA would
then be tied to grammatical abilities rather than vocabulary size.
On Fri, Aug 19, 2011 at 9:00 AM, John Dews-Alexander <
[log in to unmask]> wrote:
> Thanks for sharing, John!
>
> I found this excerpt particularly interesting. It's worth pondering.
>
> --
>
> *PENNEBAKER:* One of the most fascinating effects Ive seen in quite
> awhile is that we can predict peoples college performance reasonably well
> by simply analyzing their college admissions essays. Across four years, we
> analyzed the admissions essays of 25,000 students and then tracked their
> grade point averages (GPAs). Higher GPAs were associated with admission
> essays that used high rates of nouns and low rates of verbs and pronouns.
> The effects were surprisingly strong and lasted across all years of college,
> no matter what the students major.
>
> To me, the use of nouns -- especially concrete nouns -- reflects peoples
> attempts to categorize and name objects, events, and ideas in their worlds.
> The use of verbs and pronouns typically occur when people tell stories.
> Universities clearly reward categorizers rather than story tellers. If true,
> can we train young students to categorize more? Alternatively, are we
> relying too much on categorization strategies in American education?
>
> --
>
> I think this article highlights a wonderful example of how language
> analysis, grammar teaching, and writing all go hand-in-hand. It also reminds
> me that students would benefit from more of an introduction to cognition and
> how our language choices are motivated in both speech and writing.
>
> John Alexander
>
>
>
>
> On Fri, Aug 19, 2011 at 3:08 AM, John Crow <[log in to unmask]> wrote:
>
>> Check out the following article from *Scientific American. *Be sure to
>> scroll down the comments at the end of the article to the one about the
>> pivotal role grammar plays. Right now, it's the last comment:
>>
>> http://www.scientificamerican.com/article.cfm?id=the-secret-language-code
>>
>> John
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>>
>
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>
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The comment that I referred to in my original message ties in very nicely with your excerpt, John. Don't know if the responder is an ATEGer or not; if not, he or she ought to be. Here's what one reader had to say:
I would wager that the reported correlation between language use in
college admission essays and GPAs has more to do with the complexity of
the grammatical structures used by the writers than with a simple count
of the number of nouns and verbs they used.
Verb use is not
limited to the telling of stories, but rather plays a central role in
determining the grammatical structure of a given sentence. Every
sentence includes a verb--indeed that would have been a part of the
definition of "sentence" provided by your English teacher. The number of
nouns in a sentence actually depends on the verb that was chosen,
varying with the complexity of the predicate being expressed by that
verb. For example, a verb like "sleep," which describes the activity of
one person, the sleeper, would occur in a sentence with only one noun
("she slept"), whereas a verb like "give" requires three nouns, the
giver, the receiver, and the thing that was given ("she gave the book to
him").
It is likely that the reason that students who end up
with higher GPAs used more nouns in their admission essays is actually
because they were using verbs that expressed more complex predicates,
which require more complex grammatical structures, which require more
nouns to fill them. GPA would then be tied to grammatical abilities
rather than vocabulary size.
On Fri, Aug 19, 2011 at 9:00 AM, John Dews-Alexander <[log in to unmask]> wrote:
Thanks for sharing, John!
I found this excerpt particularly interesting. It's worth pondering.
--
PENNEBAKER: One of the most fascinating effects Ive
seen in quite awhile is that we can predict peoples college
performance reasonably well by simply analyzing their college admissions
essays. Across four years, we analyzed the admissions essays of 25,000
students and then tracked their grade point averages (GPAs). Higher GPAs
were associated with admission essays that used high rates of nouns and
low rates of verbs and pronouns. The effects were surprisingly strong
and lasted across all years of college, no matter what the students
major.
To me, the use of nouns -- especially concrete nouns -- reflects
peoples attempts to categorize and name objects, events, and ideas in
their worlds. The use of verbs and pronouns typically occur when people
tell stories. Universities clearly reward categorizers rather than story
tellers. If true, can we train young students to categorize more?
Alternatively, are we relying too much on categorization strategies in
American education? -- I think this article highlights a wonderful example of how language analysis, grammar teaching, and writing all go hand-in-hand. It also reminds me that students would benefit from more of an introduction to cognition and how our language choices are motivated in both speech and writing.
John Alexander
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========================================================================Date: Fri, 19 Aug 2011 11:28:24 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: MARTHA KOLLN <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
Comments: To: Carol Morrison <[log in to unmask]>
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I remember a first-day experience when I had the students write to me about
their own experience with writing--i.e. what they want me to know about them.
One student had a question: "Are we allowed to use 'I' ?"
Martha
On Fri, Aug 19, 2011 09:41 AM, Carol Morrison <[log in to unmask]> wrote:
>
>Thank you John, and everyone for all of the helpful advice. I really felt
stuck or hung up on the first day for some reason and all of these ideas should
provide for a very rich first couple of classes. I am planning on doing student
introductions the first day as well. I think using grammar/writing terminology
right away is wise too, so students will become familiar with the lingo and not
make the grammar a separate part of the learning or secondary to the writing.
(Even though they have a separate grammar handbook). I plan on using all of
these ideas! Thanx again.
>Carol:)
>
>--- On Fri, 8/19/11, John Dews-Alexander <[log in to unmask]> wrote:
>
>From: John Dews-Alexander <[log in to unmask]>
>Subject: Re: First Day Icebreakers for College English
>To: [log in to unmask]
>Date: Friday, August 19, 2011, 9:13 AM
>
>>I think introductions around the room are helpful for all if class size
allows for it. I always provide a structure for the introduction because I
remember what it was like not knowing exactly what to say.
>
>On the first day of any language arts class, I enjoy discussions that
emphasizes the cooperative, non-lecture-only type of environment. My initial
goal is to get the students thinking about what English/Language Arts classes
are really all about and what they encompass. We look at the overlap of
grammar, composition, and literature and how they are difficult to
appreciate/study in isolation, without reference to each other. I want them to
understand WHY we will touch on all of those things.
>
>A grammar survey is also applicable--not a survey of skill but one of
experience. In other words, I want to gague the level of "grammarphobia" in the
class and get a sense of the students' experiences (or lack thereof) with
grammar and language analysis (word level, sentence level, paragraph level,
etc.).
>
>Best of luck! You'll do great!
>
>John
>
>>On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison
<[log in to unmask]>> wrote:
>
>
>The days are flying by as I rapidly approach the first day of class on 8/31,
and I am trying to think of a good first day plan for introducing myself and my
courses to the students. My final schedule will now be (2) sections of COMP 101
and (1) section of Basic Writing. Aside from handing out the syllabus, and
introducing myself to the class, do any of you have some good ideas for day #1?
We used to do a diagnostic essay, but the college has done away with that,
which I am relieved about for many reasons: mock âgradingâ or commenting on
student writing before class has even commenced and also the idea that this
essay will somehow diagnose what illnesses the studentsâ writing suffers from
or what might plague it. Another term that has been used is âwriting
sample,â which I also find off-putting, maybe because it
conjures up the image of a urine sample which will be tested to see if it
comes out âclean.â Anyway, I think the first day is important for many
reasons: it is the first impression the students will have of me as their
instructor and also can be a deal breaker for some students who will drop after
the first day if they donât like what they experience. Any ideas? I am also
presuming at least half of the students will not have purchased texts, so I
don't want to dive right into that the first day.
>
>Thanks so much.
>
>Carol Morrison
>
>
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>Visit ATEG's web site at
>To join or leave this LISTSERV list, please visit the list's web interface at:
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list"
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>
Visit ATEG's web site at http://ateg.org/
Martha Kolln
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I remember a first-day experience when I had the students write to me
about their own experience with writing--i.e. what they want me to know about
them. One student had a question: "Are we allowed to use 'I'
?"
Martha On Fri, Aug 19, 2011
09:41 AM, Carol Morrison <[log in to unmask]>
wrote:
Thank you John, and everyone for all of the helpful advice. I really felt
stuck or hung up on the first day for some reason and all of these ideas should
provide for a very rich first couple of classes. I am planning on
doing student introductions the first day as well. I think using
grammar/writing terminology right away is wise too, so students will
become familiar with the lingo and not make the grammar a separate part of the
learning or secondary to the writing. (Even though they have a separate grammar
handbook). I plan on using all of these ideas! Thanx again.
From: John Dews-Alexander <[log in to unmask]> Subject: Re:
First Day Icebreakers for College English To:
[log in to unmask] Date: Friday, August 19, 2011, 9:13 AM
I think introductions around the room are helpful for all if
class size allows for it. I always provide a structure for the introduction
because I remember what it was like not knowing exactly what to say. On
the first day of any language arts class, I enjoy discussions that emphasizes
the cooperative, non-lecture-only type of environment. My initial goal is to
get the students thinking about what English/Language Arts classes are really
all about and what they encompass. We look at the overlap of grammar,
composition, and literature and how they are difficult to appreciate/study in
isolation, without reference to each other. I want them to understand WHY we
will touch on all of those things. A grammar survey is also
applicable--not a survey of skill but one of experience. In other words, I want
to gague the level of "grammarphobia" in the class and get a sense of the
students' experiences (or lack thereof) with
grammar and language analysis (word level, sentence level, paragraph level,
etc.). Best of luck! You'll do great! John On Thu, Aug 18, 2011 at 3:59 PM, Carol
Morrison <[log in to unmask]"
rel="" target="" ymailto=""
onclick="window.open('http:[log in to unmask]);return false;">[log in to unmask]> wrote:
The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock âgradingâ or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the studentsâ writing suffers from or what might plague it. Another term that has been used is âwriting sample,â which I also find off-putting, maybe because it
conjures up the image of a urine sample which will be tested to see if it comes out âclean.â Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they donât like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.
Thanks so much.
Carol Morrison
| To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
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Martha Kolln
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========================================================================Date: Fri, 19 Aug 2011 11:40:49 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Maryann Whitaker <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
In-Reply-To: <[log in to unmask]>
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I use something I call "speed acquainting" as a first-day icebreaker. I
arrange the students in a pattern similar to speed dating and give them two
minutes to talk with each other. I model the information for them by
telling them a little about myself in two minutes. I have found that most
students enjoy the experience and that it sets an interactive tone for the
rest of the semester. Even students who are shy or who would normally not
connect with other students enjoy the interaction because it is short and
structured.
On Fri, Aug 19, 2011 at 11:28 AM, MARTHA KOLLN <[log in to unmask]> wrote:
> I remember a first-day experience when I had the students write to me about
> their own experience with writing--i.e. what they want me to know about
> them. One student had a question: "Are we allowed to use 'I' ?"
>
> Martha
>
>
> On Fri, Aug 19, 2011 09:41 AM, *Carol Morrison <[log in to unmask]>*wrote:
>
> Thank you John, and everyone for all of the helpful advice. I really felt
> stuck or hung up on the first day for some reason and all of these ideas
> should provide for a very rich first couple of classes. I am planning on
> doing student introductions the first day as well. I think using
> grammar/writing terminology right away is wise too, so students will become
> familiar with the lingo and not make the grammar a separate part of the
> learning or secondary to the writing. (Even though they have a separate
> grammar handbook). I plan on using all of these ideas! Thanx again.
> Carol:)
>
> --- On *Fri, 8/19/11, John Dews-Alexander <[log in to unmask]>*wrote:
>
>
> From: John Dews-Alexander <[log in to unmask]>
> Subject: Re: First Day Icebreakers for College English
> To: [log in to unmask]
> Date: Friday, August 19, 2011, 9:13 AM
>
> I think introductions around the room are helpful for all if class size
> allows for it. I always provide a structure for the introduction because I
> remember what it was like not knowing exactly what to say.
>
> On the first day of any language arts class, I enjoy discussions that
> emphasizes the cooperative, non-lecture-only type of environment. My initial
> goal is to get the students thinking about what English/Language Arts
> classes are really all about and what they encompass. We look at the overlap
> of grammar, composition, and literature and how they are difficult to
> appreciate/study in isolation, without reference to each other. I want them
> to understand WHY we will touch on all of those things.
>
> A grammar survey is also applicable--not a survey of skill but one of
> experience. In other words, I want to gague the level of "grammarphobia" in
> the class and get a sense of the students' experiences (or lack thereof)
> with grammar and language analysis (word level, sentence level, paragraph
> level, etc.).
>
> Best of luck! You'll do great!
>
> John
>
> On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask][log in to unmask]>
> > wrote:
>
> The days are flying by as I rapidly approach the first day of class on
> 8/31, and I am trying to think of a good first day plan for introducing
> myself and my courses to the students. My final schedule will now be (2)
> sections of COMP 101 and (1) section of Basic Writing. Aside from handing
> out the syllabus, and introducing myself to the class, do any of you have
> some good ideas for day #1? We used to do a diagnostic essay, but the
> college has done away with that, which I am relieved about for many reasons:
> mock grading or commenting on student writing before class has even
> commenced and also the idea that this essay will somehow diagnose what
> illnesses the students writing suffers from or what might plague it.
> Another term that has been used is writing sample, which I also find
> off-putting, maybe because it conjures up the image of a urine sample which
> will be tested to see if it comes out clean. Anyway, I think the first day
> is important for many reasons: it is the first impression the students will
> have of me as their instructor and also can be a deal breaker for some
> students who will drop after the first day if they dont like what they
> experience. Any ideas? I am also presuming at least half of the students
> will not have purchased texts, so I don't want to dive right into that the
> first day.******
>
> Thanks so much.****
>
> Carol Morrison ****
> To join or leave this LISTSERV list, please visit the list's web
> interface at: http://listserv.muohio.edu/archives/ateg.html and select
> "Join or leave the list"
> Visit ATEG's web site at http://ateg.org/
>
>
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> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
> leave the list"
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>
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> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
> leave the list"
>
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>
> Martha Kolln
>
>
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> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
> leave the list"
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>
--
*Maryann S. Whitaker*
3rd Year Doctoral Student
College of Communication & Information Sciences
University of Alabama
Tuscaloosa, AL
Roll Tide!
"*Once a government is committed to the principle of silencing the voice of
opposition, it has only one way to go, and that is down the path of
increasingly repressive measures, until it becomes a source of terror to all
its citizens and creates a country where everyone lives in fear." Harry
Truman*
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I use something I call "speed acquainting" as a first-day icebreaker. I arrange the students in a pattern similar to speed dating and give them two minutes to talk with each other. I model the information for them by telling them a little about myself in two minutes. I have found that most students enjoy the experience and that it sets an interactive tone for the rest of the semester. Even students who are shy or who would normally not connect with other students enjoy the interaction because it is short and structured.
On Fri, Aug 19, 2011 at 11:28 AM, MARTHA KOLLN <[log in to unmask]> wrote:
I remember a first-day experience when I had the students write to me
about their own experience with writing--i.e. what they want me to know about
them. One student had a question: "Are we allowed to use 'I'
?"
Martha On Fri, Aug 19, 2011
09:41 AM, Carol Morrison <[log in to unmask]>
wrote:
Thank you John, and everyone for all of the helpful advice. I really felt
stuck or hung up on the first day for some reason and all of these ideas should
provide for a very rich first couple of classes. I am planning on
doing student introductions the first day as well. I think using
grammar/writing terminology right away is wise too, so students will
become familiar with the lingo and not make the grammar a separate part of the
learning or secondary to the writing. (Even though they have a separate grammar
handbook). I plan on using all of these ideas! Thanx again.
From: John Dews-Alexander <[log in to unmask]> Subject: Re:
First Day Icebreakers for College English To:
[log in to unmask] Date: Friday, August 19, 2011, 9:13 AM
I think introductions around the room are helpful for all if
class size allows for it. I always provide a structure for the introduction
because I remember what it was like not knowing exactly what to say. On
the first day of any language arts class, I enjoy discussions that emphasizes
the cooperative, non-lecture-only type of environment. My initial goal is to
get the students thinking about what English/Language Arts classes are really
all about and what they encompass. We look at the overlap of grammar,
composition, and literature and how they are difficult to appreciate/study in
isolation, without reference to each other. I want them to understand WHY we
will touch on all of those things. A grammar survey is also
applicable--not a survey of skill but one of experience. In other words, I want
to gague the level of "grammarphobia" in the class and get a sense of the
students' experiences (or lack thereof) with
grammar and language analysis (word level, sentence level, paragraph level,
etc.). Best of luck! You'll do great! John On Thu, Aug 18, 2011 at 3:59 PM, Carol
Morrison <[log in to unmask]" rel="" target="_blank">[log in to unmask]> wrote:
The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock grading or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the students writing suffers from or what might plague it. Another term that has been used is writing sample, which I also find off-putting, maybe because it
conjures up the image of a urine sample which will be tested to see if it comes out clean. Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they dont like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.
Thanks so much.
Carol Morrison
| To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
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Visit ATEG's web site at http://ateg.org/
Martha Kolln
-- Maryann S. Whitaker
3rd Year Doctoral Student College of Communication & Information Sciences University of Alabama Tuscaloosa, AL Roll Tide!
"Once a government is committed to the principle of silencing the voice
of opposition, it has only one way to go, and that is down the path of
increasingly repressive measures, until it becomes a source of terror to
all its citizens and creates a country where everyone lives in fear." Harry Truman
To join or leave this LISTSERV list, please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
--000e0cd2a05ebba26504aadd8db8--
========================================================================Date: Fri, 19 Aug 2011 09:15:46 -0700
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Carol Morrison <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
In-Reply-To: <[log in to unmask]>
MIME-Version: 1.0
Content-Type: multipart/alternative; boundary="0-276353349-1313770546=:95745"
--0-276353349-1313770546=:95745
Content-Type: text/plain; charset=utf-8
Content-Transfer-Encoding: quoted-printable
Thank you Marion. I like the speed acquainting and I can tie that in with introductions by having each pair introduce one another to the class. Then I can correct their grammar while they are speaking. (kidding, of course!)
Carol:)
--- On Fri, 8/19/11, Maryann Whitaker <[log in to unmask]> wrote:
From: Maryann Whitaker <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 11:40 AM
I use something I call "speed acquainting" as a first-day icebreaker. I arrange the students in a pattern similar to speed dating and give them two minutes to talk with each other. I model the information for them by telling them a little about myself in two minutes. I have found that most students enjoy the experience and that it sets an interactive tone for the rest of the semester. Even students who are shy or who would normally not connect with other students enjoy the interaction because it is short and structured.
On Fri, Aug 19, 2011 at 11:28 AM, MARTHA KOLLN <[log in to unmask]> wrote:
I remember a first-day experience when I had the students write to me about their own experience with writing--i.e. what they want me to know about them. Â One student had a question: Â "Are we allowed to use 'I' ?"
Martha
Â
On Fri, Aug 19, 2011 09:41 AM, Carol Morrison <[log in to unmask]> wrote:
Thank you John, and everyone for all of the helpful advice. I really felt stuck or hung up on the first day for some reason and all of these ideas should provide for a very rich first couple of classes. I am planning on doing student introductions the first day as well. I think using grammar/writing terminology right away is wise too, so students will become familiar with the lingo and not make the grammar a separate part of the learning or secondary to the writing. (Even though they have a separate grammar handbook). I plan on using all of these ideas! Thanx again.
Carol:)
--- On Fri, 8/19/11, John Dews-Alexander <[log in to unmask]> wrote:
From: John Dews-Alexander <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 9:13 AM
I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say.
On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things.
A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack thereof) with grammar and language analysis (word level, sentence level, paragraph level, etc.).
Best of luck! You'll do great!
John
On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]> wrote:
The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock âgradingâ or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the studentsâ writing suffers from or what might plague it. Another term that has been used is âwriting sample,â which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out âclean.â Anyway, I think the first day is
important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they donât like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.
Thanks so much.
Carol Morrison
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
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Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/Martha Kolln
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Visit ATEG's web site at http://ateg.org/
--
Maryann S. Whitaker
3rd Year Doctoral Student
College of Communication & Information Sciences
University of Alabama
Tuscaloosa, AL
Roll Tide!
"Once a government is committed to the principle of silencing the voice of opposition, it has only one way to go, and that is down the path of increasingly repressive measures, until it becomes a source of terror to all its citizens and creates a country where everyone lives in fear." Harry Truman
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
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Content-Type: text/html; charset=utf-8
Content-Transfer-Encoding: quoted-printable
Thank you Marion. I like the speed acquainting and I can tie that in with introductions by having each pair introduce one another to the class. Then I can correct their grammar while they are speaking. (kidding, of course!)
From: Maryann Whitaker <[log in to unmask]> Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Date: Friday, August 19, 2011, 11:40 AM
I use something I call "speed acquainting" as a first-day icebreaker. I arrange the students in a pattern similar to speed dating and give them two minutes to talk with each other. I model the information for them by telling them a little about myself in two minutes. I have found that most students enjoy the experience and that it sets an interactive tone for the rest of the semester. Even students who are shy or who would normally not connect with other students enjoy the interaction because it is short and structured.
On Fri, Aug 19, 2011 at 11:28 AM, MARTHA KOLLN <[log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]> wrote:
I remember a first-day experience when I had the students write to me about their own experience with writing--i.e. what they want me to know about them. One student had a question: "Are we allowed to use 'I' ?"
Martha
On Fri, Aug 19, 2011 09:41 AM, Carol Morrison <[log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]> wrote:
Thank you John, and everyone for all of the helpful advice. I really felt stuck or hung up on the first day for some reason and all of these ideas should provide for a very rich first couple of classes. I am planning on doing student introductions the first day as well. I think using grammar/writing terminology right away is wise too, so students will become familiar with the lingo and not make the grammar a separate part of the learning or secondary to the writing. (Even though they have a separate grammar handbook). I plan on using all of these ideas! Thanx again.
From: John Dews-Alexander <[log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]> Subject: Re: First Day Icebreakers for College English To: [log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask] Date: Friday, August 19, 2011, 9:13 AM
I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say. On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things. A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack thereof) with grammar and language
analysis (word level, sentence level, paragraph level, etc.). Best of luck! You'll do great! John
On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]" rel=nofollow target=_blank>[log in to unmask]> wrote:
The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock âgradingâ or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the studentsâ writing suffers from or what might plague it. Another term that has been used is âwriting sample,â which I also find off-putting, maybe because it conjures up the image of a urine
sample which will be tested to see if it comes out âclean.â Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they donât like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.
Thanks so much.
Carol Morrison
| To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
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Martha Kolln
-- Maryann S. Whitaker3rd Year Doctoral Student College of Communication & Information Sciences University of Alabama Tuscaloosa, AL Roll
Tide! " Once a government is committed to the principle of silencing the voice of opposition, it has only one way to go, and that is down the path of increasingly repressive measures, until it becomes a source of terror to all its citizens and creates a country where everyone lives in fear." Harry TrumanTo join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
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--0-276353349-1313770546=:95745--
========================================================================Date: Fri, 19 Aug 2011 09:18:52 -0700
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Carol Morrison <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
In-Reply-To: <[log in to unmask]>
MIME-Version: 1.0
Content-Type: multipart/alternative; boundary="0-1182150421-1313770732=:96724"
--0-1182150421-1313770732=:96724
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Content-Transfer-Encoding: quoted-printable
Let me correct myself first.Thank you, Maryann.
--- On Fri, 8/19/11, Carol Morrison <[log in to unmask]> wrote:
From: Carol Morrison <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: "Assembly for the Teaching of English Grammar" <[log in to unmask]>
Date: Friday, August 19, 2011, 12:15 PM
Thank you Marion. I like the speed acquainting and I can tie that in with introductions by having each pair introduce one another to the class. Then I can correct their grammar while they are speaking. (kidding, of course!)
Carol:)
--- On Fri, 8/19/11, Maryann Whitaker <[log in to unmask]> wrote:
From: Maryann Whitaker <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 11:40 AM
I use something I call "speed acquainting" as a first-day icebreaker. I arrange the students in a pattern similar to speed dating and give them two minutes to talk with each other. I model the information for them by telling them a little about myself in two minutes. I have found that most students enjoy the experience and that it sets an interactive tone for the rest of the semester. Even students who are shy or who would normally not connect with other students enjoy the interaction because it is short and structured.
On Fri, Aug 19, 2011 at 11:28 AM, MARTHA KOLLN <[log in to unmask]> wrote:
I remember a first-day experience when I had the students write to me about their own experience with writing--i.e. what they want me to know about them. Â One student had a question: Â "Are we allowed to use 'I' ?"
Martha
Â
On Fri, Aug 19, 2011 09:41 AM, Carol Morrison <[log in to unmask]> wrote:
Thank you John, and everyone for all of the helpful advice. I really felt stuck or hung up on the first day for some reason and all of these ideas should provide for a very rich first couple of classes. I am planning on doing student introductions the first day as well. I think using grammar/writing terminology right away is wise too, so students will become familiar with the lingo and not make the grammar a separate part of the learning or secondary to the writing. (Even though they have a separate grammar handbook). I plan on using all of these ideas! Thanx again.
Carol:)
--- On Fri, 8/19/11, John Dews-Alexander <[log in to unmask]> wrote:
From: John Dews-Alexander <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 9:13 AM
I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say.
On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things.
A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack thereof) with grammar and language analysis (word level, sentence level, paragraph level, etc.).
Best of luck! You'll do great!
John
On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]> wrote:
The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock âgradingâ or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the studentsâ writing suffers from or what might plague it. Another term that has been used is âwriting sample,â which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out âclean.â Anyway, I think the first day is
important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they donât like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.
Thanks so much.
Carol Morrison
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
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Visit ATEG's web site at http://ateg.org/Martha Kolln
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Visit ATEG's web site at http://ateg.org/
--
Maryann S. Whitaker
3rd Year Doctoral Student
College of Communication & Information Sciences
University of Alabama
Tuscaloosa, AL
Roll Tide!
"Once a government is committed to the principle of silencing the voice of opposition, it has only one way to go, and that is down the path of increasingly repressive measures, until it becomes a source of terror to all its citizens and creates a country where everyone lives in fear." Harry Truman
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
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To join or leave this LISTSERV list, please visit the list's web interface at:
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Content-Type: text/html; charset=utf-8
Content-Transfer-Encoding: quoted-printable
Let me correct myself first.Thank you, Maryann.
--- On Fri, 8/19/11, Carol Morrison <[log in to unmask]> wrote:
From: Carol Morrison <[log in to unmask]> Subject: Re: First Day Icebreakers for College English To: "Assembly for the Teaching of English Grammar" <[log in to unmask]> Date: Friday, August 19, 2011, 12:15 PM
Thank you Marion. I like the speed acquainting and I can tie that in with introductions by having each pair introduce one another to the class. Then I can correct their grammar while they are speaking. (kidding, of course!)
From: Maryann Whitaker <[log in to unmask]> Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Date: Friday, August 19, 2011, 11:40 AM
I use something I call "speed acquainting" as a first-day icebreaker. I arrange the students in a pattern similar to speed dating and give them two minutes to talk with each other. I model the information for them by telling them a little about myself in two minutes. I have found that most students enjoy the experience and that it sets an interactive tone for the rest of the semester. Even students who are shy or who would normally not connect with other students enjoy the interaction because it is short and structured.
On Fri, Aug 19, 2011 at 11:28 AM, MARTHA KOLLN <[log in to unmask]" rel=nofollow target=_blank>[log in to unmask]> wrote:
I remember a first-day experience when I had the students write to me about their own experience with writing--i.e. what they want me to know about them. One student had a question: "Are we allowed to use 'I' ?"
Martha
On Fri, Aug 19, 2011 09:41 AM, Carol Morrison <[log in to unmask]" rel=nofollow target=_blank>[log in to unmask]> wrote:
Thank you John, and everyone for all of the helpful advice. I really felt stuck or hung up on the first day for some reason and all of these ideas should provide for a very rich first couple of classes. I am planning on doing student introductions the first day as well. I think using grammar/writing terminology right away is wise too, so students will become familiar with the lingo and not make the grammar a separate part of the learning or secondary to the writing. (Even though they have a separate grammar handbook). I plan on using all of these ideas! Thanx again.
From: John Dews-Alexander <[log in to unmask]" rel=nofollow target=_blank>[log in to unmask]> Subject: Re: First Day Icebreakers for College English To: [log in to unmask]" rel=nofollow target=_blank>[log in to unmask] Date: Friday, August 19, 2011, 9:13 AM
I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say. On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things. A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack thereof) with grammar and language
analysis (word level, sentence level, paragraph level, etc.). Best of luck! You'll do great! John
On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]" rel=nofollow target=_blank>[log in to unmask]> wrote:
The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock âgradingâ or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the studentsâ writing suffers from or what might plague it. Another term that has been used is âwriting sample,â which I also find off-putting, maybe because it conjures up the image of a urine
sample which will be tested to see if it comes out âclean.â Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they donât like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.
Thanks so much.
Carol Morrison
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Martha Kolln
-- Maryann S. Whitaker3rd Year Doctoral Student College of Communication & Information Sciences University of Alabama Tuscaloosa, AL Roll
Tide! " Once a government is committed to the principle of silencing the voice of opposition, it has only one way to go, and that is down the path of increasingly repressive measures, until it becomes a source of terror to all its citizens and creates a country where everyone lives in fear." Harry TrumanTo join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
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|
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--0-1182150421-1313770732=:96724--
========================================================================Date: Fri, 19 Aug 2011 12:31:17 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Maryann Whitaker <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
In-Reply-To: <[log in to unmask]>
MIME-Version: 1.0
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--000e0cd30f963e0e2804aade42f2
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No problem. Both my first and last names are butchered on a regular basis.
The speed acquainting exercise can be modified to pairs as well if you have
a class with large enrollment.
On Fri, Aug 19, 2011 at 12:18 PM, Carol Morrison <[log in to unmask]>wrote:
> Let me correct myself first.Thank you, *Maryann.*
>
> --- On *Fri, 8/19/11, Carol Morrison <[log in to unmask]>* wrote:
>
>
> From: Carol Morrison <[log in to unmask]>
>
> Subject: Re: First Day Icebreakers for College English
> To: "Assembly for the Teaching of English Grammar" <
> [log in to unmask]>
> Date: Friday, August 19, 2011, 12:15 PM
>
>
> Thank you Marion. I like the speed acquainting and I can tie that in
> with introductions by having each pair introduce one another to the class.
> Then I can correct their grammar while they are speaking. (kidding, of
> course!)
> Carol:)
>
> --- On *Fri, 8/19/11, Maryann Whitaker <[log in to unmask]>* wrote:
>
>
> From: Maryann Whitaker <[log in to unmask]>
> Subject: Re: First Day Icebreakers for College English
> To: [log in to unmask]
> Date: Friday, August 19, 2011, 11:40 AM
>
> I use something I call "speed acquainting" as a first-day icebreaker. I
> arrange the students in a pattern similar to speed dating and give them two
> minutes to talk with each other. I model the information for them by
> telling them a little about myself in two minutes. I have found that most
> students enjoy the experience and that it sets an interactive tone for the
> rest of the semester. Even students who are shy or who would normally not
> connect with other students enjoy the interaction because it is short and
> structured.
>
> On Fri, Aug 19, 2011 at 11:28 AM, MARTHA KOLLN <[log in to unmask][log in to unmask]>
> > wrote:
>
> I remember a first-day experience when I had the students write to me about
> their own experience with writing--i.e. what they want me to know about
> them. One student had a question: "Are we allowed to use 'I' ?"
>
> Martha
>
>
> On Fri, Aug 19, 2011 09:41 AM, *Carol Morrison <[log in to unmask][log in to unmask]>
> >* wrote:
>
> Thank you John, and everyone for all of the helpful advice. I really
> felt stuck or hung up on the first day for some reason and all of these
> ideas should provide for a very rich first couple of classes. I am planning
> on doing student introductions the first day as well. I think using
> grammar/writing terminology right away is wise too, so students will become
> familiar with the lingo and not make the grammar a separate part of the
> learning or secondary to the writing. (Even though they have a separate
> grammar handbook). I plan on using all of these ideas! Thanx again.
> Carol:)
>
> --- On *Fri, 8/19/11, John Dews-Alexander <[log in to unmask][log in to unmask]>
> >* wrote:
>
>
> From: John Dews-Alexander <[log in to unmask][log in to unmask]>
> >
> Subject: Re: First Day Icebreakers for College English
> To: [log in to unmask][log in to unmask]>
> Date: Friday, August 19, 2011, 9:13 AM
>
> I think introductions around the room are helpful for all if class size
> allows for it. I always provide a structure for the introduction because I
> remember what it was like not knowing exactly what to say.
>
> On the first day of any language arts class, I enjoy discussions that
> emphasizes the cooperative, non-lecture-only type of environment. My initial
> goal is to get the students thinking about what English/Language Arts
> classes are really all about and what they encompass. We look at the overlap
> of grammar, composition, and literature and how they are difficult to
> appreciate/study in isolation, without reference to each other. I want them
> to understand WHY we will touch on all of those things.
>
> A grammar survey is also applicable--not a survey of skill but one of
> experience. In other words, I want to gague the level of "grammarphobia" in
> the class and get a sense of the students' experiences (or lack thereof)
> with grammar and language analysis (word level, sentence level, paragraph
> level, etc.).
>
> Best of luck! You'll do great!
>
> John
>
> On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask][log in to unmask]>
> > wrote:
>
> The days are flying by as I rapidly approach the first day of class on
> 8/31, and I am trying to think of a good first day plan for introducing
> myself and my courses to the students. My final schedule will now be (2)
> sections of COMP 101 and (1) section of Basic Writing. Aside from handing
> out the syllabus, and introducing myself to the class, do any of you have
> some good ideas for day #1? We used to do a diagnostic essay, but the
> college has done away with that, which I am relieved about for many reasons:
> mock grading or commenting on student writing before class has even
> commenced and also the idea that this essay will somehow diagnose what
> illnesses the students writing suffers from or what might plague it.
> Another term that has been used is writing sample, which I also find
> off-putting, maybe because it conjures up the image of a urine sample which
> will be tested to see if it comes out clean. Anyway, I think the first day
> is important for many reasons: it is the first impression the students will
> have of me as their instructor and also can be a deal breaker for some
> students who will drop after the first day if they dont like what they
> experience. Any ideas? I am also presuming at least half of the students
> will not have purchased texts, so I don't want to dive right into that the
> first day.******
>
> Thanks so much.****
>
> Carol Morrison ****
>
> To join or leave this LISTSERV list, please visit the list's web interface
> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
> leave the list"
> Visit ATEG's web site at http://ateg.org/
>
>
> To join or leave this LISTSERV list, please visit the list's web interface
> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
> leave the list"
> Visit ATEG's web site at http://ateg.org/
>
> To join or leave this LISTSERV list, please visit the list's web interface
> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
> leave the list"
> Visit ATEG's web site at http://ateg.org/
>
> Martha Kolln
>
>
> To join or leave this LISTSERV list, please visit the list's web
> interface at: http://listserv.muohio.edu/archives/ateg.html and select
> "Join or leave the list"
> Visit ATEG's web site at http://ateg.org/
>
>
>
>
> --
> *Maryann S. Whitaker*
> 3rd Year Doctoral Student
> College of Communication & Information Sciences
> University of Alabama
> Tuscaloosa, AL
> Roll Tide!
>
> "*Once a government is committed to the principle of silencing the voice
> of opposition, it has only one way to go, and that is down the path of
> increasingly repressive measures, until it becomes a source of terror to all
> its citizens and creates a country where everyone lives in fear." Harry
> Truman*
>
> To join or leave this LISTSERV list, please visit the list's web interface
> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
> leave the list"
> Visit ATEG's web site at http://ateg.org/
>
> To join or leave this LISTSERV list, please visit the list's web
> interface at: http://listserv.muohio.edu/archives/ateg.html and select
> "Join or leave the list"
>
> Visit ATEG's web site at http://ateg.org/
>
--
*Maryann S. Whitaker*
3rd Year Doctoral Student
College of Communication & Information Sciences
University of Alabama
Tuscaloosa, AL
Roll Tide!
"*Once a government is committed to the principle of silencing the voice of
opposition, it has only one way to go, and that is down the path of
increasingly repressive measures, until it becomes a source of terror to all
its citizens and creates a country where everyone lives in fear." Harry
Truman*
To join or leave this LISTSERV list, please visit the list's web interface at:
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No problem. Both my first and last names are butchered on a regular basis. The speed acquainting exercise can be modified to pairs as well if you have a class with large enrollment.
On Fri, Aug 19, 2011 at 12:18 PM, Carol Morrison <[log in to unmask]> wrote:
Let me correct myself first.Thank you, Maryann.
--- On Fri, 8/19/11, Carol Morrison <[log in to unmask]> wrote:
From: Carol Morrison <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: "Assembly for the Teaching of English Grammar" <[log in to unmask]>
Date: Friday, August 19, 2011, 12:15 PM
Thank you Marion. I like the speed acquainting and I can tie that in with introductions by having each pair introduce one another to the class. Then I can correct their grammar while they are speaking. (kidding, of course!)
From: Maryann Whitaker <[log in to unmask]> Subject: Re: First Day Icebreakers for College English
To: [log in to unmask] Date: Friday, August 19, 2011, 11:40 AM
I use something I call "speed acquainting" as a first-day icebreaker. I arrange the students in a pattern similar to speed dating and give them two minutes to talk with each other. I model the information for them by telling them a little about myself in two minutes. I have found that most students enjoy the experience and that it sets an interactive tone for the rest of the semester. Even students who are shy or who would normally not connect with other students enjoy the interaction because it is short and structured.
On Fri, Aug 19, 2011 at 11:28 AM, MARTHA KOLLN <[log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]> wrote:
I remember a first-day experience when I had the students write to me about their own experience with writing--i.e. what they want me to know about them. One student had a question: "Are we allowed to use 'I' ?"
Martha
On Fri, Aug 19, 2011 09:41 AM, Carol Morrison <[log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]> wrote:
Thank you John, and everyone for all of the helpful advice. I really felt stuck or hung up on the first day for some reason and all of these ideas should provide for a very rich first couple of classes. I am planning on doing student introductions the first day as well. I think using grammar/writing terminology right away is wise too, so students will become familiar with the lingo and not make the grammar a separate part of the learning or secondary to the writing. (Even though they have a separate grammar handbook). I plan on using all of these ideas! Thanx again.
From: John Dews-Alexander <[log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]>
Subject: Re: First Day Icebreakers for College English To: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask] Date: Friday, August 19, 2011, 9:13 AM
I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say. On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things.
A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack thereof) with grammar and language
analysis (word level, sentence level, paragraph level, etc.). Best of luck! You'll do great! John
On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]> wrote:
The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock grading or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the students writing suffers from or what might plague it. Another term that has been used is writing sample, which I also find off-putting, maybe because it conjures up the image of a urine
sample which will be tested to see if it comes out clean. Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they dont like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.
Thanks so much.
Carol Morrison
| To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
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| To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Martha Kolln
-- Maryann S. Whitaker
3rd Year Doctoral Student College of Communication & Information Sciences University of Alabama Tuscaloosa, AL Roll
Tide! " Once a government is committed to the principle of silencing the voice of opposition, it has only one way to go, and that is down the path of increasingly repressive measures, until it becomes a source of terror to all its citizens and creates a country where everyone lives in fear." Harry Truman
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
|
|
-- Maryann S. Whitaker
3rd Year Doctoral Student College of Communication & Information Sciences University of Alabama Tuscaloosa, AL Roll Tide!
"Once a government is committed to the principle of silencing the voice
of opposition, it has only one way to go, and that is down the path of
increasingly repressive measures, until it becomes a source of terror to
all its citizens and creates a country where everyone lives in fear." Harry Truman
To join or leave this LISTSERV list, please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
--000e0cd30f963e0e2804aade42f2--
========================================================================Date: Fri, 19 Aug 2011 12:52:12 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Linda Comerford <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
In-Reply-To: <[log in to unmask]>
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One quick icebreaker idea I use during a short grammar workshop is to have
the students introduce themselves with a adjective that starts with the same
letter as their first name. For example, I would be "Lively Linda." They
have fun with that, refer to themselves by their adjective names throughout
the class, and get a painless introduction to using adjective.
Regards,
Lively Linda~
Linda Comerford
317.786.6404
[log in to unmask]
www.comerfordconsulting.com
_____
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of Carol Morrison
Sent: Friday, August 19, 2011 9:41 AM
To: [log in to unmask]
Subject: Re: First Day Icebreakers for College English
Thank you John, and everyone for all of the helpful advice. I really felt
stuck or hung up on the first day for some reason and all of these ideas
should provide for a very rich first couple of classes. I am planning on
doing student introductions the first day as well. I think using
grammar/writing terminology right away is wise too, so students will become
familiar with the lingo and not make the grammar a separate part of the
learning or secondary to the writing. (Even though they have a separate
grammar handbook). I plan on using all of these ideas! Thanx again.
Carol:)
--- On Fri, 8/19/11, John Dews-Alexander <[log in to unmask]> wrote:
From: John Dews-Alexander <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 9:13 AM
I think introductions around the room are helpful for all if class size
allows for it. I always provide a structure for the introduction because I
remember what it was like not knowing exactly what to say.
On the first day of any language arts class, I enjoy discussions that
emphasizes the cooperative, non-lecture-only type of environment. My initial
goal is to get the students thinking about what English/Language Arts
classes are really all about and what they encompass. We look at the overlap
of grammar, composition, and literature and how they are difficult to
appreciate/study in isolation, without reference to each other. I want them
to understand WHY we will touch on all of those things.
A grammar survey is also applicable--not a survey of skill but one of
experience. In other words, I want to gague the level of "grammarphobia" in
the class and get a sense of the students' experiences (or lack thereof)
with grammar and language analysis (word level, sentence level, paragraph
level, etc.).
Best of luck! You'll do great!
John
On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]
[log in to unmask]> >
wrote:
The days are flying by as I rapidly approach the first day of class on 8/31,
and I am trying to think of a good first day plan for introducing myself and
my courses to the students. My final schedule will now be (2) sections of
COMP 101 and (1) section of Basic Writing. Aside from handing out the
syllabus, and introducing myself to the class, do any of you have some good
ideas for day #1? We used to do a diagnostic essay, but the college has done
away with that, which I am relieved about for many reasons: mock "grading"
or commenting on student writing before class has even commenced and also
the idea that this essay will somehow diagnose what illnesses the students'
writing suffers from or what might plague it. Another term that has been
used is "writing sample," which I also find off-putting, maybe because it
conjures up the image of a urine sample which will be tested to see if it
comes out "clean." Anyway, I think the first day is important for many
reasons: it is the first impression the students will have of me as their
instructor and also can be a deal breaker for some students who will drop
after the first day if they don't like what they experience. Any ideas? I am
also presuming at least half of the students will not have purchased texts,
so I don't want to dive right into that the first day.
Thanks so much.
Carol Morrison
To join or leave this LISTSERV list, please visit the list's web interface
at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave
the list"
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface
at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave
the list"
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface
at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave
the list"
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at:
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and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
------=_NextPart_000_05F3_01CC5E6E.D0D11A80
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charset="us-ascii"
Content-Transfer-Encoding: quoted-printable
One quick icebreaker idea I use during a short
grammar workshop is to have the students introduce themselves with a adjective
that starts with the same letter as their first name. For example, I would
be "Lively Linda." They have fun with that, refer to themselves by their
adjective names throughout the class, and get a painless introduction to using
adjective.
Regards,
Lively Linda~
Thank you John, and everyone for all of the helpful advice. I really
felt stuck or hung up on the first day for some reason and all of these
ideas should provide for a very rich first couple of classes. I am
planning on doing student introductions the first day as
well. I think using grammar/writing terminology right away is
wise too, so students will become familiar with the lingo and not make the
grammar a separate part of the learning or secondary to the writing. (Even
though they have a separate grammar handbook). I plan on using all of
these ideas! Thanx again.
From:
John Dews-Alexander <[log in to unmask]> Subject: Re:
First Day Icebreakers for College English To:
[log in to unmask] Date: Friday, August 19, 2011, 9:13
AM
I think introductions around the room are helpful
for all if class size allows for it. I always provide a structure for
the introduction because I remember what it was like not knowing exactly
what to say. On the first day of any language arts class, I enjoy
discussions that emphasizes the cooperative, non-lecture-only type of
environment. My initial goal is to get the students thinking about what
English/Language Arts classes are really all about and what they
encompass. We look at the overlap of grammar, composition, and
literature and how they are difficult to appreciate/study in isolation,
without reference to each other. I want them to understand WHY we will
touch on all of those things. A grammar survey is also
applicable--not a survey of skill but one of experience. In other words,
I want to gague the level of "grammarphobia" in the class and get a
sense of the students' experiences (or lack thereof) with grammar and
language analysis (word level, sentence level, paragraph level,
etc.). Best of luck! You'll do great! John
On Thu, Aug 18, 2011 at 3:59 PM,
Carol Morrison <[log in to unmask]"
rel=nofollow target=_blank
ymailto="mailto:[log in to unmask]">[log in to unmask]>
wrote:
The days are flying by as I rapidly approach the
first day of class on 8/31, and I am trying to think of a good
first day plan for introducing myself and my courses to the
students. My final schedule will now be (2) sections of COMP 101
and (1) section of Basic Writing. Aside from handing out the
syllabus, and introducing myself to the class, do any of you
have some good ideas for day #1? We used to do a diagnostic
essay, but the college has done away with that, which I am
relieved about for many reasons: mock “grading” or commenting on
student writing before class has even commenced and also the
idea that this essay will somehow diagnose what illnesses the
students’ writing suffers from or what might plague it. Another
term that has been used is “writing sample,” which I also find
off-putting, maybe because it conjures up the image of a urine
sample which will be tested to see if it comes out “clean.”
Anyway, I think the first day is important for many reasons: it
is the first impression the students will have of me as their
instructor and also can be a deal breaker for some students who
will drop after the first day if they don’t like what they
experience. Any ideas? I am also presuming at least half of the
students will not have purchased texts, so I don't want to dive
right into that the first
day.
Thanks so much.
Carol Morrison
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------=_NextPart_000_05F3_01CC5E6E.D0D11A80--
========================================================================Date: Fri, 19 Aug 2011 10:06:43 -0700
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Carol Morrison <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
In-Reply-To:
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Linda: Another great idea! I actually used to go by the nickname "Cosmic Carol" in high school. IÂ think students would enjoy that and also the adjectives would serve as mnemonic devices to help them remember each other's names.
--- On Fri, 8/19/11, Linda Comerford <[log in to unmask]> wrote:
From: Linda Comerford <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 12:52 PM
One quick icebreaker idea I use during a short grammar workshop is to have the students introduce themselves with a adjective that starts with the same letter as their first name. For example, I would be "Lively Linda." They have fun with that, refer to themselves by their adjective names throughout the class, and get a painless introduction to using adjective.
Â
Regards,
Lively Linda~
Â
Linda Comerford
317.786.6404
[log in to unmask]
www.comerfordconsulting.com
Â
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Carol Morrison
Sent: Friday, August 19, 2011 9:41 AM
To: [log in to unmask]
Subject: Re: First Day Icebreakers for College English
Thank you John, and everyone for all of the helpful advice. I really felt stuck or hung up on the first day for some reason and all of these ideas should provide for a very rich first couple of classes. I am planning on doing student introductions the first day as well. I think using grammar/writing terminology right away is wise too, so students will become familiar with the lingo and not make the grammar a separate part of the learning or secondary to the writing. (Even though they have a separate grammar handbook). I plan on using all of these ideas! Thanx again.
Carol:)
--- On Fri, 8/19/11, John Dews-Alexander <[log in to unmask]> wrote:
From: John Dews-Alexander <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 9:13 AM
I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say.
On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things.
A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack thereof) with grammar and language analysis (word level, sentence level, paragraph level, etc.).
Best of luck! You'll do great!
John
On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]> wrote:
The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock âgradingâ or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the studentsâ writing suffers from or what might plague it. Another term that has been used is âwriting sample,â which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out âclean.â Anyway, I think the first day is
important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they donât like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.
Thanks so much.
Carol Morrison
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Linda: Another great idea! I actually used to go by the nickname "Cosmic Carol" in high school. I think students would enjoy that and also the adjectives would serve as mnemonic devices to help them remember each other's names.
--- On Fri, 8/19/11, Linda Comerford <[log in to unmask]> wrote:
From: Linda Comerford <[log in to unmask]> Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Date: Friday, August 19, 2011, 12:52 PM
One quick icebreaker idea I use during a short grammar workshop is to have the students introduce themselves with a adjective that starts with the same letter as their first name. For example, I would be "Lively Linda." They have fun with that, refer to themselves by their adjective names throughout the class, and get a painless introduction to using adjective.
Regards,
Lively Linda~
Thank you John, and everyone for all of the helpful advice. I really felt stuck or hung up on the first day for some reason and all of these ideas should provide for a very rich first couple of classes. I am planning on doing student introductions the first day as well. I think using grammar/writing terminology right away is wise too, so students will become familiar with the lingo and not make the grammar a separate part of the learning or secondary to the writing. (Even though they have a separate grammar handbook). I plan on using all of these ideas! Thanx again.
From: John Dews-Alexander <[log in to unmask]> Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Date: Friday, August 19, 2011, 9:13 AM
I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say. On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things. A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack thereof) with grammar
and language analysis (word level, sentence level, paragraph level, etc.). Best of luck! You'll do great! John
On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]" rel=nofollow target=_blank>[log in to unmask]> wrote:
The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock âgradingâ or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the studentsâ writing suffers from or what might plague it. Another term that has been used is âwriting sample,â which I also find off-putting, maybe because it
conjures up the image of a urine sample which will be tested to see if it comes out âclean.â Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they donât like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.
Thanks so much.
Carol Morrison
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========================================================================Date: Fri, 19 Aug 2011 12:22:01 -0500
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Geoffrey Layton <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
In-Reply-To: <[log in to unmask]>
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This is too good! All of these suggestions can be used to relate the intial first day(s) activities back to writing - i.e., "Cosmic Carol" is a "hook." What's more interesting - "Hi, my name is Carol." Or, "Hi, back in the day, they called me 'Cosmic Carol'!" This exercise also relates to "known/new" information. For example, "Cosmic Carol" requires (yes, requires!) new information - most immediately, we absolutely need to know if you are still "Cosmic" (and if so, how have you maintained your "cosmicity"), or has that quality somehow been altered (and if so, what happened?). We also need more "old" information - what, precisely, was/is a "Cosmic Carol"? What are "cosmic" qualities? What created your cosmicity?
Geoff Layton
Date: Fri, 19 Aug 2011 10:06:43 -0700
From: [log in to unmask]
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Linda: Another great idea! I actually used to go by the nickname "Cosmic Carol" in high school. I think students would enjoy that and also the adjectives would serve as mnemonic devices to help them remember each other's names.
--- On Fri, 8/19/11, Linda Comerford <[log in to unmask]> wrote:
From: Linda Comerford <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 12:52 PM
One quick icebreaker idea I use during a short grammar workshop is to have the students introduce themselves with a adjective that starts with the same letter as their first name. For example, I would be "Lively Linda." They have fun with that, refer to themselves by their adjective names throughout the class, and get a painless introduction to using adjective.
Regards,
Lively Linda~
Linda Comerford
317.786.6404
[log in to unmask]
www.comerfordconsulting.com
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Carol Morrison
Sent: Friday, August 19, 2011 9:41 AM
To: [log in to unmask]
Subject: Re: First Day Icebreakers for College English
Thank you John, and everyone for all of the helpful advice. I really felt stuck or hung up on the first day for some reason and all of these ideas should provide for a very rich first couple of classes. I am planning on doing student introductions the first day as well. I think using grammar/writing terminology right away is wise too, so students will become familiar with the lingo and not make the grammar a separate part of the learning or secondary to the writing. (Even though they have a separate grammar handbook). I plan on using all of these ideas! Thanx again.
Carol:)
--- On Fri, 8/19/11, John Dews-Alexander <[log in to unmask]> wrote:
From: John Dews-Alexander <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 9:13 AM
I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say.
On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things.
A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack thereof) with grammar
and language analysis (word level, sentence level, paragraph level, etc.).
Best of luck! You'll do great!
John
On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]> wrote:
The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock grading or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the students writing suffers from or what might plague it. Another term that has been used is writing sample, which I also find off-putting, maybe because it
conjures up the image of a urine sample which will be tested to see if it comes out clean. Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they dont like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.
Thanks so much.
Carol Morrison
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This is too good! All of these suggestions can be used to relate the intial first day(s) activities back to writing - i.e., "Cosmic Carol" is a "hook." What's more interesting - "Hi, my name is Carol." Or, "Hi, back in the day, they called me 'Cosmic Carol'!" This exercise also relates to "known/new" information. For example, "Cosmic Carol" requires (yes, requires!) new information - most immediately, we absolutely need to know if you are still "Cosmic" (and if so, how have you maintained your "cosmicity"), or has that quality somehow been altered (and if so, what happened?). We also need more "old" information - what, precisely, was/is a "Cosmic Carol"? What are "cosmic" qualities? What created your cosmicity? Geoff Layton
Date: Fri, 19 Aug 2011 10:06:43 -0700 From: [log in to unmask]Subject: Re: First Day Icebreakers for College English To: [log in to unmask]Linda: Another great idea! I actually used to go by the nickname "Cosmic Carol" in high school. I think students would enjoy that and also the adjectives would serve as mnemonic devices to help them remember each other's names.
--- On Fri, 8/19/11, Linda Comerford <[log in to unmask]> wrote:
From: Linda Comerford <[log in to unmask]> Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Date: Friday, August 19, 2011, 12:52 PM
One quick icebreaker idea I use during a short grammar workshop is to have the students introduce themselves with a adjective that starts with the same letter as their first name. For example, I would be "Lively Linda." They have fun with that, refer to themselves by their adjective names throughout the class, and get a painless introduction to using adjective.
Regards,
Lively Linda~
Thank you John, and everyone for all of the helpful advice. I really felt stuck or hung up on the first day for some reason and all of these ideas should provide for a very rich first couple of classes. I am planning on doing student introductions the first day as well. I think using grammar/writing terminology right away is wise too, so students will become familiar with the lingo and not make the grammar a separate part of the learning or secondary to the writing. (Even though they have a separate grammar handbook). I plan on using all of these ideas! Thanx again.
From: John Dews-Alexander <[log in to unmask]> Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Date: Friday, August 19, 2011, 9:13 AM
I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say. On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things. A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack thereof) with grammar
and language analysis (word level, sentence level, paragraph level, etc.). Best of luck! You'll do great! John
On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]> wrote:
The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock grading or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the students writing suffers from or what might plague it. Another term that has been used is writing sample, which I also find off-putting, maybe because it
conjures up the image of a urine sample which will be tested to see if it comes out clean. Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they dont like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.
Thanks so much.
Carol Morrison
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========================================================================Date: Fri, 19 Aug 2011 20:25:17 +0300
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
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From: M C Johnstone <[log in to unmask]>
Subject: Re: Interesting Article
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I noticed that too and agree that what Pennebaker seems to have
found is a correlation, not a predictor. Of course, in any
tabulation exercise we need a reliable way to categorize parts of
speech. Since the methodology behind the counting was not
explained, I suggest that on closer inspection we could find
that some of the "nouns" discovered may end up being adjectives,
or even verbs.
How would we, at a grammatical level, distinguish between
"complex" and "simple" prose and would we be justified in
assuming that a superior intellect lurks beneath more complex
constructions?
Mark
On Fri, 19 Aug 2011 10:14 -0400, "John Crow" <[log in to unmask]>
wrote:
The comment that I referred to in my original message ties in
very nicely with your excerpt, John. Don't know if the
responder is an ATEGer or not; if not, he or she ought to be.
Here's what one reader had to say:
I would wager that the reported correlation between language
use in college admission essays and GPAs has more to do with
the complexity of the grammatical structures used by the
writers than with a simple count of the number of nouns and
verbs they used.
Verb use is not limited to the telling of stories, but rather
plays a central role in determining the grammatical structure
of a given sentence. Every sentence includes a verb--indeed
that would have been a part of the definition of "sentence"
provided by your English teacher. The number of nouns in a
sentence actually depends on the verb that was chosen, varying
with the complexity of the predicate being expressed by that
verb. For example, a verb like "sleep," which describes the
activity of one person, the sleeper, would occur in a sentence
with only one noun ("she slept"), whereas a verb like "give"
requires three nouns, the giver, the receiver, and the thing
that was given ("she gave the book to him").
It is likely that the reason that students who end up with
higher GPAs used more nouns in their admission essays is
actually because they were using verbs that expressed more
complex predicates, which require more complex grammatical
structures, which require more nouns to fill them. GPA would
then be tied to grammatical abilities rather than vocabulary
size.
On Fri, Aug 19, 2011 at 9:00 AM, John Dews-Alexander
<[1][log in to unmask]> wrote:
Thanks for sharing, John!
I found this excerpt particularly interesting. It's worth
pondering.
--
PENNEBAKER: One of the most fascinating effects Iâve seen in
quite awhile is that we can predict peopleâs college
performance reasonably well by simply analyzing their college
admissions essays. Across four years, we analyzed the
admissions essays of 25,000 students and then tracked their
grade point averages (GPAs). Higher GPAs were associated with
admission essays that used high rates of nouns and low rates
of verbs and pronouns. The effects were surprisingly strong
and lasted across all years of college, no matter what the
studentsâ major.
To me, the use of nouns -- especially concrete nouns --
reflects peopleâs attempts to categorize and name objects,
events, and ideas in their worlds. The use of verbs and
pronouns typically occur when people tell stories.
Universities clearly reward categorizers rather than story
tellers. If true, can we train young students to categorize
more? Alternatively, are we relying too much on categorization
strategies in American education?
--
I think this article highlights a wonderful example of how
language analysis, grammar teaching, and writing all go
hand-in-hand. It also reminds me that students would benefit
from more of an introduction to cognition and how our language
choices are motivated in both speech and writing.
John Alexander
On Fri, Aug 19, 2011 at 3:08 AM, John Crow
<[2][log in to unmask]> wrote:
Check out the following article from Scientific American. Be
sure to scroll down the comments at the end of the article to the
one about the pivotal role grammar plays. Right now, it's the
last comment:
[3]http://www.scientificamerican.com/article.cfm?id=the-secret-la
nguage-code
John
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I noticed that too and agree that what Pennebaker seems to have found is a correlation, not a predictor. Of course, in any tabulation exercise we need a reliable way to categorize parts of speech. Since the methodology behind the counting was not explained, I suggest that on closer inspection we could find that some of the "nouns" discovered may end up being adjectives, or even verbs.
How would we, at a grammatical level, distinguish between "complex" and "simple" prose and would we be justified in assuming that a superior intellect lurks beneath more complex constructions?
Mark
The comment that I referred to in my original message ties in very nicely with your excerpt, John. Don't know if the responder is an ATEGer or not; if not, he or she ought to be. Here's what one reader had to say:
I would wager that the reported correlation between language use in college admission essays and GPAs has more to do with the complexity of the grammatical structures used by the writers than with a simple count of the number of nouns and verbs they used.
Verb use is not limited to the telling of stories, but rather plays a central role in determining the grammatical structure of a given sentence. Every sentence includes a verb--indeed that would have been a part of the definition of "sentence" provided by your English teacher. The number of nouns in a sentence actually depends on the verb that was chosen, varying with the complexity of the predicate being expressed by that verb. For example, a verb like "sleep," which describes the activity of one person, the sleeper, would occur in a sentence with only one noun ("she slept"), whereas a verb like "give" requires three nouns, the giver, the receiver, and the thing that was given ("she gave the book to him").
It is likely that the reason that students who end up with higher GPAs used more nouns in their admission essays is actually because they were using verbs that expressed more complex predicates, which require more complex grammatical structures, which require more nouns to fill them. GPA would then be tied to grammatical abilities rather than vocabulary size.
On Fri, Aug 19, 2011 at 9:00 AM, John Dews-Alexander <[log in to unmask]> wrote:
Thanks for sharing, John!
I found this excerpt particularly interesting. It's worth pondering.
--
PENNEBAKER: One of the most fascinating effects I’ve seen in quite awhile is that we can predict people’s college performance reasonably well by simply analyzing their college admissions essays. Across four years, we analyzed the admissions essays of 25,000 students and then tracked their grade point averages (GPAs). Higher GPAs were associated with admission essays that used high rates of nouns and low rates of verbs and pronouns. The effects were surprisingly strong and lasted across all years of college, no matter what the students’ major.
To me, the use of nouns -- especially concrete nouns -- reflects people’s attempts to categorize and name objects, events, and ideas in their worlds. The use of verbs and pronouns typically occur when people tell stories. Universities clearly reward categorizers rather than story tellers. If true, can we train young students to categorize more? Alternatively, are we relying too much on categorization strategies in American education?
--
I think this article highlights a wonderful example of how language analysis, grammar teaching, and writing all go hand-in-hand. It also reminds me that students would benefit from more of an introduction to cognition and how our language choices are motivated in both speech and writing.
John Alexander
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========================================================================Date: Fri, 19 Aug 2011 13:59:07 -0700
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From: Carol Morrison <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
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Geoff:
LOL! Long story short: there was a small group of girls grades 10-12 who became close-knit throughout high school and we all gave ourselves space cadet names: "Solar Sandy," "Lunar Linda," "Galactic Gail," "Inter-planet Janet." We were also Star Trek devotees and into punk rock and new wave music. The years were 1979-81. Unfortunately, I am no longer cosmic by our standards back then: I do not wear purple Vidal Sassoon corduroys, blast the B-52's out of my '73 Maverick, or have '80s poof hair with pink hi-lights. Although I think students will enjoy the icebreaker, as their teacher I probably won't reveal my past identity, or they will really think I'm in outer space!
Carol:)
--- On Fri, 8/19/11, Geoffrey Layton <[log in to unmask]> wrote:
From: Geoffrey Layton <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 1:22 PM
This is too good!
Â
All of these suggestions can be used to relate the intial first day(s) activities back to writing - i.e., "Cosmic Carol" is a "hook." What's more interesting - "Hi, my name is Carol." Or, "Hi, back in the day, they called me 'Cosmic Carol'!" This exercise also relates to "known/new" information. For example, "Cosmic Carol" requires (yes, requires!) new information - most immediately, we absolutely need to know if you are still "Cosmic" (and if so, how have you maintained your "cosmicity"), or has that quality somehow been altered (and if so, what happened?). We also need more "old" information - what, precisely, was/is a "Cosmic Carol"? What are "cosmic" qualities? What created your cosmicity?
Geoff Layton
Â
Date: Fri, 19 Aug 2011 10:06:43 -0700
From: [log in to unmask]
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Linda: Another great idea! I actually used to go by the nickname "Cosmic Carol" in high school. IÂ think students would enjoy that and also the adjectives would serve as mnemonic devices to help them remember each other's names.
--- On Fri, 8/19/11, Linda Comerford <[log in to unmask]> wrote:
From: Linda Comerford <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 12:52 PM
One quick icebreaker idea I use during a short grammar workshop is to have the students introduce themselves with a adjective that starts with the same letter as their first name. For example, I would be "Lively Linda." They have fun with that, refer to themselves by their adjective names throughout the class, and get a painless introduction to using adjective.
Â
Regards,
Lively Linda~
Â
Linda Comerford
317.786.6404
[log in to unmask]
www.comerfordconsulting.com
Â
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Carol Morrison
Sent: Friday, August 19, 2011 9:41 AM
To: [log in to unmask]
Subject: Re: First Day Icebreakers for College English
Thank you John, and everyone for all of the helpful advice. I really felt stuck or hung up on the first day for some reason and all of these ideas should provide for a very rich first couple of classes. I am planning on doing student introductions the first day as well. I think using grammar/writing terminology right away is wise too, so students will become familiar with the lingo and not make the grammar a separate part of the learning or secondary to the writing. (Even though they have a separate grammar handbook). I plan on using all of these ideas! Thanx again.
Carol:)
--- On Fri, 8/19/11, John Dews-Alexander <[log in to unmask]> wrote:
From: John Dews-Alexander <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 9:13 AM
I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say.
On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things.
A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack thereof) with grammar and language analysis (word level, sentence level, paragraph level, etc.).
Best of luck! You'll do great!
John
On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]> wrote:
The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock âgradingâ or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the studentsâ writing suffers from or what might plague it. Another term that has been used is âwriting sample,â which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out âclean.â Anyway, I think the first day is
important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they donât like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.
Thanks so much.
Carol Morrison
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Geoff:
LOL! Long story short: there was a small group of girls grades 10-12 who became close-knit throughout high school and we all gave ourselves space cadet names: "Solar Sandy," "Lunar Linda," "Galactic Gail," "Inter-planet Janet." We were also Star Trek devotees and into punk rock and new wave music. The years were 1979-81. Unfortunately, I am no longer cosmic by our standards back then: I do not wear purple Vidal Sassoon corduroys, blast the B-52's out of my '73 Maverick, or have '80s poof hair with pink hi-lights. Although I think students will enjoy the icebreaker, as their teacher I probably won't reveal my past identity, or they will really think I'm in outer space!
From: Geoffrey Layton <[log in to unmask]> Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Date: Friday, August 19, 2011, 1:22 PM
This is too good! All of these suggestions can be used to relate the intial first day(s) activities back to writing - i.e., "Cosmic Carol" is a "hook." What's more interesting - "Hi, my name is Carol." Or, "Hi, back in the day, they called me 'Cosmic Carol'!" This exercise also relates to "known/new" information. For example, "Cosmic Carol" requires (yes, requires!) new information - most immediately, we absolutely need to know if you are still "Cosmic" (and if so, how have you maintained your "cosmicity"), or has that quality somehow been altered (and if so, what happened?). We also need more "old" information - what, precisely, was/is a "Cosmic Carol"? What are "cosmic" qualities? What created your cosmicity? Geoff Layton
Date: Fri, 19 Aug 2011 10:06:43 -0700 From: [log in to unmask]Subject: Re: First Day Icebreakers for College English To: [log in to unmask]
Linda: Another great idea! I actually used to go by the nickname "Cosmic Carol" in high school. I think students would enjoy that and also the adjectives would serve as mnemonic devices to help them remember each other's names.
--- On Fri, 8/19/11, Linda Comerford <[log in to unmask]> wrote:
From: Linda Comerford <[log in to unmask]> Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Date: Friday, August 19, 2011, 12:52 PM
One quick icebreaker idea I use during a short grammar workshop is to have the students introduce themselves with a adjective that starts with the same letter as their first name. For example, I would be "Lively Linda." They have fun with that, refer to themselves by their adjective names throughout the class, and get a painless introduction to using adjective.
Regards,
Lively Linda~
Thank you John, and everyone for all of the helpful advice. I really felt stuck or hung up on the first day for some reason and all of these ideas should provide for a very rich first couple of classes. I am planning on doing student introductions the first day as well. I think using grammar/writing terminology right away is wise too, so students will become familiar with the lingo and not make the grammar a separate part of the learning or secondary to the writing. (Even though they have a separate grammar handbook). I plan on using all of these ideas! Thanx again.
From: John Dews-Alexander <[log in to unmask]> Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Date: Friday, August 19, 2011, 9:13 AM
I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say. On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things. A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack
thereof) with grammar and language analysis (word level, sentence level, paragraph level, etc.). Best of luck! You'll do great! John
On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]" rel=nofollow target=_blank>[log in to unmask]> wrote:
The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock âgradingâ or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the studentsâ writing suffers from or what might plague it. Another term that has been used is âwriting sample,â which I also find off-putting, maybe because it conjures up the
image of a urine sample which will be tested to see if it comes out âclean.â Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they donât like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.
Thanks so much.
Carol Morrison
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========================================================================Date: Fri, 19 Aug 2011 21:30:02 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
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From: Scott Catledge <[log in to unmask]>
Subject: Re: ATEG Digest - 15 Aug 2011 to 18 Aug 2011 (#2011-155)
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I have used the anonymous theme--carefully corrected but not graded but left
for the students to pick up the second day.
Doing so will cost you some students after the second day if they are truly
illiterate.
I have also started the "What I need to learn in this class is..." with the
students' passing the paper on for completion.
But I start one from the front and one from the back. When they meet, you
can collect them and read them aloud but not in order;
then you can discuss their expectations and your expectations.
Norman Scott Catledge, PhD/STD
Professor Emeritus
history & languages
-----Original Message-----
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of ATEG automatic digest system
Sent: Friday, August 19, 2011 12:00 AM
To: [log in to unmask]
Subject: ATEG Digest - 15 Aug 2011 to 18 Aug 2011 (#2011-155)
There are 6 messages totalling 663 lines in this issue.
Topics of the day:
1. First Day Icebreakers for College English (6)
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Date: Thu, 18 Aug 2011 13:59:15 -0700
From: Carol Morrison <[log in to unmask]>
Subject: First Day Icebreakers for College English
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The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock âgradingâ or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the studentsâ writing suffers from or what might plague it. Another term that has been used is âwriting sample,â which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out âclean.â Anyway, I think the first day is
important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they donât like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.
Thanks so much.
Carol Morrison
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========================================================================Date: Fri, 19 Aug 2011 21:03:13 -0500
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
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From: Geoffrey Layton <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
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I had another thought about icebreakers - using them to teach assessment. I know that competition has gone out of style (too "agognstic" - too male - too - well, it's just too "too"), but my guess is that at the end of the course, everybody is going to have to get a grade and so will need to participate in some sort of judging process (hopefully, not as severe as the "rapture"). So here's the idea - have everybody vote on the introductions. You can turn it into a form of the high school "Most . . ." contest - "most interesting" introduction - funniest - grossest - etc. So "everybody's a winner" in that the entire class gets to assess other people's work and to see their work assessed. At the same time, students should be able to explain their reasoning - which you can use as an example of a rubric. Geoff Layton Date: Fri, 19 Aug 2011 13:59:07 -0700
From: [log in to unmask]
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Geoff:
LOL! Long story short: there was a small group of girls grades 10-12 who became close-knit throughout high school and we all gave ourselves space cadet names: "Solar Sandy," "Lunar Linda," "Galactic Gail," "Inter-planet Janet." We were also Star Trek devotees and into punk rock and new wave music. The years were 1979-81. Unfortunately, I am no longer cosmic by our standards back then: I do not wear purple Vidal Sassoon corduroys, blast the B-52's out of my '73 Maverick, or have '80s poof hair with pink hi-lights. Although I think students will enjoy the icebreaker, as their teacher I probably won't reveal my past identity, or they will really think I'm in outer space!
Carol:)
--- On Fri, 8/19/11, Geoffrey Layton <[log in to unmask]> wrote:
From: Geoffrey Layton <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 1:22 PM
This is too good!
All of these suggestions can be used to relate the intial first day(s) activities back to writing - i.e., "Cosmic Carol" is a "hook." What's more interesting - "Hi, my name is Carol." Or, "Hi, back in the day, they called me 'Cosmic Carol'!" This exercise also relates to "known/new" information. For example, "Cosmic Carol" requires (yes, requires!) new information - most immediately, we absolutely need to know if you are still "Cosmic" (and if so, how have you maintained your "cosmicity"), or has that quality somehow been altered (and if so, what happened?). We also need more "old" information - what, precisely, was/is a "Cosmic Carol"? What are "cosmic" qualities? What created your cosmicity?
Geoff Layton
Date: Fri, 19 Aug 2011 10:06:43 -0700
From: [log in to unmask]
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Linda: Another great idea! I actually used to go by the nickname "Cosmic Carol" in high school. I think students would enjoy that and also the adjectives would serve as mnemonic devices to help them remember each other's names.
--- On Fri, 8/19/11, Linda Comerford <[log in to unmask]> wrote:
From: Linda Comerford <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 12:52 PM
One quick icebreaker idea I use during a short grammar workshop is to have the students introduce themselves with a adjective that starts with the same letter as their first name. For example, I would be "Lively Linda." They have fun with that, refer to themselves by their adjective names throughout the class, and get a painless introduction to using adjective.
Regards,
Lively Linda~
Linda Comerford
317.786.6404
[log in to unmask]
www.comerfordconsulting.com
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Carol Morrison
Sent: Friday, August 19, 2011 9:41 AM
To: [log in to unmask]
Subject: Re: First Day Icebreakers for College English
Thank you John, and everyone for all of the helpful advice. I really felt stuck or hung up on the first day for some reason and all of these ideas should provide for a very rich first couple of classes. I am planning on doing student introductions the first day as well. I think using grammar/writing terminology right away is wise too, so students will become familiar with the lingo and not make the grammar a separate part of the learning or secondary to the writing. (Even though they have a separate grammar handbook). I plan on using all of these ideas! Thanx again.
Carol:)
--- On Fri, 8/19/11, John Dews-Alexander <[log in to unmask]> wrote:
From: John Dews-Alexander <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 9:13 AM
I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say.
On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things.
A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack
thereof) with grammar and language analysis (word level, sentence level, paragraph level, etc.).
Best of luck! You'll do great!
John
On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]> wrote:
The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock grading or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the students writing suffers from or what might plague it. Another term that has been used is writing sample, which I also find off-putting, maybe because it conjures up the
image of a urine sample which will be tested to see if it comes out clean. Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they dont like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.
Thanks so much.
Carol Morrison
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I had another thought about icebreakers - using them to teach assessment. I know that competition has gone out of style (too "agognstic" - too male - too - well, it's just too "too"), but my guess is that at the end of the course, everybody is going to have to get a grade and so will need to participate in some sort of judging process (hopefully, not as severe as the "rapture"). So here's the idea - have everybody vote on the introductions. You can turn it into a form of the high school "Most . . ." contest - "most interesting" introduction - funniest - grossest - etc. So "everybody's a winner" in that the entire class gets to assess other people's work and to see their work assessed. At the same time, students should be able to explain their reasoning - which you can use as an example of a rubric. Geoff Layton
Date: Fri, 19 Aug 2011 13:59:07 -0700 From: [log in to unmask]Subject: Re: First Day Icebreakers for College English To: [log in to unmask]Geoff:
LOL! Long story short: there was a small group of girls grades 10-12 who became close-knit throughout high school and we all gave ourselves space cadet names: "Solar Sandy," "Lunar Linda," "Galactic Gail," "Inter-planet Janet." We were also Star Trek devotees and into punk rock and new wave music. The years were 1979-81. Unfortunately, I am no longer cosmic by our standards back then: I do not wear purple Vidal Sassoon corduroys, blast the B-52's out of my '73 Maverick, or have '80s poof hair with pink hi-lights. Although I think students will enjoy the icebreaker, as their teacher I probably won't reveal my past identity, or they will really think I'm in outer space!
From: Geoffrey Layton <[log in to unmask]> Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Date: Friday, August 19, 2011, 1:22 PM
This is too good! All of these suggestions can be used to relate the intial first day(s) activities back to writing - i.e., "Cosmic Carol" is a "hook." What's more interesting - "Hi, my name is Carol." Or, "Hi, back in the day, they called me 'Cosmic Carol'!" This exercise also relates to "known/new" information. For example, "Cosmic Carol" requires (yes, requires!) new information - most immediately, we absolutely need to know if you are still "Cosmic" (and if so, how have you maintained your "cosmicity"), or has that quality somehow been altered (and if so, what happened?). We also need more "old" information - what, precisely, was/is a "Cosmic Carol"? What are "cosmic" qualities? What created your cosmicity? Geoff Layton
Date: Fri, 19 Aug 2011 10:06:43 -0700 From: [log in to unmask]Subject: Re: First Day Icebreakers for College English To: [log in to unmask]
Linda: Another great idea! I actually used to go by the nickname "Cosmic Carol" in high school. I think students would enjoy that and also the adjectives would serve as mnemonic devices to help them remember each other's names.
--- On Fri, 8/19/11, Linda Comerford <[log in to unmask]> wrote:
From: Linda Comerford <[log in to unmask]> Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Date: Friday, August 19, 2011, 12:52 PM
One quick icebreaker idea I use during a short grammar workshop is to have the students introduce themselves with a adjective that starts with the same letter as their first name. For example, I would be "Lively Linda." They have fun with that, refer to themselves by their adjective names throughout the class, and get a painless introduction to using adjective.
Regards,
Lively Linda~
Thank you John, and everyone for all of the helpful advice. I really felt stuck or hung up on the first day for some reason and all of these ideas should provide for a very rich first couple of classes. I am planning on doing student introductions the first day as well. I think using grammar/writing terminology right away is wise too, so students will become familiar with the lingo and not make the grammar a separate part of the learning or secondary to the writing. (Even though they have a separate grammar handbook). I plan on using all of these ideas! Thanx again.
From: John Dews-Alexander <[log in to unmask]> Subject: Re: First Day Icebreakers for College English To: [log in to unmask] Date: Friday, August 19, 2011, 9:13 AM
I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say. On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things. A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack
thereof) with grammar and language analysis (word level, sentence level, paragraph level, etc.). Best of luck! You'll do great! John
On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]> wrote:
The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock grading or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the students writing suffers from or what might plague it. Another term that has been used is writing sample, which I also find off-putting, maybe because it conjures up the
image of a urine sample which will be tested to see if it comes out clean. Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they dont like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.
Thanks so much.
Carol Morrison
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Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: M C Johnstone <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
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An icebreaker I like is "favorite YouTube video."
If you're digital, you can use WallWisher to post them.
http://www.wallwisher.com/
Here's one of mine.
http://www.youtube.com/watch?NR=1&v=bR2ue7H-4cE
Mark
On Fri, 19 Aug 2011 13:59 -0700, "Carol Morrison"
<[log in to unmask]> wrote:
Geoff:
LOL! Long story short: there was a small group of girls grades
10-12 who became close-knit throughout high school and we all
gave ourselves space cadet names: "Solar Sandy," "Lunar Linda,"
"Galactic Gail," "Inter-planet Janet." We were also Star Trek
devotees and into punk rock and new wave music. The years were
1979-81. Unfortunately, I am no longer cosmic by our standards
back then: I do not wear purple Vidal Sassoon corduroys, blast
the B-52's out of my '73 Maverick, or have '80s poof hair with
pink hi-lights. Although I think students will enjoy the
icebreaker, as their teacher I probably won't reveal my past
identity, or they will really think I'm in outer space!
Carol:)
--- On Fri, 8/19/11, Geoffrey Layton <[log in to unmask]>
wrote:
From: Geoffrey Layton <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 1:22 PM
This is too good!
All of these suggestions can be used to relate the intial first
day(s) activities back to writing - i.e., "Cosmic Carol" is a
"hook." What's more interesting - "Hi, my name is Carol." Or,
"Hi, back in the day, they called me 'Cosmic Carol'!" This
exercise also relates to "known/new" information. For example,
"Cosmic Carol" requires (yes, requires!) new information - most
immediately, we absolutely need to know if you are still "Cosmic"
(and if so, how have you maintained your "cosmicity"), or has
that quality somehow been altered (and if so, what happened?).
We also need more "old" information - what, precisely, was/is a
"Cosmic Carol"? What are "cosmic" qualities? What created
your cosmicity?
Geoff Layton
____________________________________________________________
Date: Fri, 19 Aug 2011 10:06:43 -0700
From: [log in to unmask]
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Linda: Another great idea! I actually used to go by the nickname
"Cosmic Carol" in high school. I think students would enjoy that
and also the adjectives would serve as mnemonic devices to help
them remember each other's names.
--- On Fri, 8/19/11, Linda Comerford
<[log in to unmask]> wrote:
From: Linda Comerford <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 12:52 PM
One quick icebreaker idea I use during a short grammar workshop
is to have the students introduce themselves with a adjective
that starts with the same letter as their first name. For
example, I would be "Lively Linda." They have fun with that,
refer to themselves by their adjective names throughout the
class, and get a painless introduction to using adjective.
Regards,
Lively Linda~
Linda Comerford
317.786.6404
[log in to unmask]
[1]www.comerfordconsulting.com
____________________________________________________________
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of Carol Morrison
Sent: Friday, August 19, 2011 9:41 AM
To: [log in to unmask]
Subject: Re: First Day Icebreakers for College English
Thank you John, and everyone for all of the helpful advice. I
really felt stuck or hung up on the first day for some reason and
all of these ideas should provide for a very rich first couple of
classes. I am planning on doing student introductions the first
day as well. I think using grammar/writing terminology right away
is wise too, so students will become familiar with the lingo and
not make the grammar a separate part of the learning or secondary
to the writing. (Even though they have a separate grammar
handbook). I plan on using all of these ideas! Thanx again.
Carol:)
--- On Fri, 8/19/11, John Dews-Alexander
<[log in to unmask]> wrote:
From: John Dews-Alexander <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 9:13 AM
I think introductions around the room are helpful for all if
class size allows for it. I always provide a structure for the
introduction because I remember what it was like not knowing
exactly what to say.
On the first day of any language arts class, I enjoy discussions
that emphasizes the cooperative, non-lecture-only type of
environment. My initial goal is to get the students thinking
about what English/Language Arts classes are really all about and
what they encompass. We look at the overlap of grammar,
composition, and literature and how they are difficult to
appreciate/study in isolation, without reference to each other. I
want them to understand WHY we will touch on all of those things.
A grammar survey is also applicable--not a survey of skill but
one of experience. In other words, I want to gague the level of
"grammarphobia" in the class and get a sense of the students'
experiences (or lack thereof) with grammar and language analysis
(word level, sentence level, paragraph level, etc.).
Best of luck! You'll do great!
John
On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison
<[2][log in to unmask]> wrote:
The days are flying by as I rapidly approach the first day of
class on 8/31, and I am trying to think of a good first day plan
for introducing myself and my courses to the students. My final
schedule will now be (2) sections of COMP 101 and (1) section of
Basic Writing. Aside from handing out the syllabus, and
introducing myself to the class, do any of you have some good
ideas for day #1? We used to do a diagnostic essay, but the
college has done away with that, which I am relieved about for
many reasons: mock âgradingâ or commenting on student writing
before class has even commenced and also the idea that this essay
will somehow diagnose what illnesses the studentsâ writing
suffers from or what might plague it. Another term that has been
used is âwriting sample,â which I also find off-putting, maybe
because it conjures up the image of a urine sample which will be
tested to see if it comes out âclean.â Anyway, I think the first
day is important for many reasons: it is the first impression the
students will have of me as their instructor and also can be a
deal breaker for some students who will drop after the first day
if they donât like what they experience. Any ideas? I am also
presuming at least half of the students will not have purchased
texts, so I don't want to dive right into that the first day.
Thanks so much.
Carol Morrison
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References
1. http://www.comerfordconsulting.com/
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4. http://ateg.org/
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Date: Sat, 20 Aug 2011 05:07:55 -0400
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An icebreaker I like is "favorite YouTube video."
If you're digital, you can use WallWisher to post them.
http://www.wallwisher.com/
Here's one of mine.
http://www.youtube.com/watch?NR=1&v=bR2ue7H-4cE
Mark
Geoff:
LOL! Long story short: there was a small group of girls grades 10-12 who became close-knit throughout high school and we all gave ourselves space cadet names: "Solar Sandy," "Lunar Linda," "Galactic Gail," "Inter-planet Janet." We were also Star Trek devotees and into punk rock and new wave music. The years were 1979-81. Unfortunately, I am no longer cosmic by our standards back then: I do not wear purple Vidal Sassoon corduroys, blast the B-52's out of my '73 Maverick, or have '80s poof hair with pink hi-lights. Although I think students will enjoy the icebreaker, as their teacher I probably won't reveal my past identity, or they will really think I'm in outer space!
From: Geoffrey Layton <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 1:22 PM
This is too good!
All of these suggestions can be used to relate the intial first day(s) activities back to writing - i.e., "Cosmic Carol" is a "hook." What's more interesting - "Hi, my name is Carol." Or, "Hi, back in the day, they called me 'Cosmic Carol'!" This exercise also relates to "known/new" information. For example, "Cosmic Carol" requires (yes, requires!) new information - most immediately, we absolutely need to know if you are still "Cosmic" (and if so, how have you maintained your "cosmicity"), or has that quality somehow been altered (and if so, what happened?). We also need more "old" information - what, precisely, was/is a "Cosmic Carol"? What are "cosmic" qualities? What created your cosmicity?
Geoff Layton
Date: Fri, 19 Aug 2011 10:06:43 -0700
From: [log in to unmask]
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Linda: Another great idea! I actually used to go by the nickname "Cosmic Carol" in high school. I think students would enjoy that and also the adjectives would serve as mnemonic devices to help them remember each other's names.
--- On Fri, 8/19/11, Linda Comerford <[log in to unmask]> wrote:
From: Linda Comerford <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 12:52 PM
One quick icebreaker idea I use during a short grammar workshop is to have the students introduce themselves with a adjective that starts with the same letter as their first name. For example, I would be "Lively Linda." They have fun with that, refer to themselves by their adjective names throughout the class, and get a painless introduction to using adjective.
Regards,
Lively Linda~
Thank you John, and everyone for all of the helpful advice. I really felt stuck or hung up on the first day for some reason and all of these ideas should provide for a very rich first couple of classes. I am planning on doing student introductions the first day as well. I think using grammar/writing terminology right away is wise too, so students will become familiar with the lingo and not make the grammar a separate part of the learning or secondary to the writing. (Even though they have a separate grammar handbook). I plan on using all of these ideas! Thanx again.
From: John Dews-Alexander <[log in to unmask]>
Subject: Re: First Day Icebreakers for College English
To: [log in to unmask]
Date: Friday, August 19, 2011, 9:13 AM
I think introductions around the room are helpful for all if class size allows for it. I always provide a structure for the introduction because I remember what it was like not knowing exactly what to say.
On the first day of any language arts class, I enjoy discussions that emphasizes the cooperative, non-lecture-only type of environment. My initial goal is to get the students thinking about what English/Language Arts classes are really all about and what they encompass. We look at the overlap of grammar, composition, and literature and how they are difficult to appreciate/study in isolation, without reference to each other. I want them to understand WHY we will touch on all of those things.
A grammar survey is also applicable--not a survey of skill but one of experience. In other words, I want to gague the level of "grammarphobia" in the class and get a sense of the students' experiences (or lack thereof) with grammar and language analysis (word level, sentence level, paragraph level, etc.).
Best of luck! You'll do great!
John
On Thu, Aug 18, 2011 at 3:59 PM, Carol Morrison <[log in to unmask]" target="_blank">[log in to unmask]> wrote:
The days are flying by as I rapidly approach the first day of class on 8/31, and I am trying to think of a good first day plan for introducing myself and my courses to the students. My final schedule will now be (2) sections of COMP 101 and (1) section of Basic Writing. Aside from handing out the syllabus, and introducing myself to the class, do any of you have some good ideas for day #1? We used to do a diagnostic essay, but the college has done away with that, which I am relieved about for many reasons: mock “grading” or commenting on student writing before class has even commenced and also the idea that this essay will somehow diagnose what illnesses the students’ writing suffers from or what might plague it. Another term that has been used is “writing sample,” which I also find off-putting, maybe because it conjures up the image of a urine sample which will be tested to see if it comes out “clean.” Anyway, I think the first day is important for many reasons: it is the first impression the students will have of me as their instructor and also can be a deal breaker for some students who will drop after the first day if they don’t like what they experience. Any ideas? I am also presuming at least half of the students will not have purchased texts, so I don't want to dive right into that the first day.
Thanks so much.
Carol Morrison
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========================================================================Date: Sat, 20 Aug 2011 10:33:28 -0400
Reply-To: Assembly for the Teaching of English Grammar
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As you know, our hot new ATEG Journals are stacked and stampled in our
mailroom (aka my basement) ready to go out to ATEG members. As we now do have
a better system of keeping track of, acknowledging, and servicing ATEG
members, please consider joining officially.
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non-English-speaking, and non-speaking world, and non-world who are interested in the teaching
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As you know, our hot new ATEG Journals are stacked and stampled in our
mailroom (aka my basement) ready to go out to ATEG members. As we now
do have a better system of keeping track of, acknowledging, and servicing ATEG
members, please consider joining officially.
See www.ateg.org for details, which are,
we are happy to report, now accurate!
Membership in ATEG allows you to receive the Journal, published twice
yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE.
We maintain this listserv, our website, and are allowed to host a session at the
NCTE annual conference. We also host an annual conference, gathering together
all of the educators in the English-speaking, non-English-speaking, and
non-speaking world, and non-world who are interested in the teaching of
grammar. Thankfully, all of these people can fit easily into one room.
So keep those cards and letters coming!
Amy Benjamin
ATEG co-president
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========================================================================Date: Sat, 20 Aug 2011 18:20:27 +0000
Reply-To: Assembly for the Teaching of English Grammar
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Sender: Assembly for the Teaching of English Grammar
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From: "Spruiell, William C" <[log in to unmask]>
Subject: Re: Interesting Article
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I'd want to know if P. has actual evidence for a stronger effect of concrete nouns or not. My suspicion, which partly dovetails with the "grammatical complexity" argument, is that the higher-GPA writers are using more nominalizations, thus displaying greater familiarity with (heavily nominalized) scientific prose style. But if there is a bonus for concrete nouns, my suspicion starts looking suspicious.
It would also be interesting to know how many of the bonus nouns are in PPs.
-- Bill Spruiell
On Aug 19, 2011, at 1:28 PM, "M C Johnstone" <[log in to unmask]> wrote:
I noticed that too and agree that what Pennebaker seems to have found is a correlation, not a predictor. Of course, in any tabulation exercise we need a reliable way to categorize parts of speech. Since the methodology behind the counting was not explained, I suggest that on closer inspection we could find that some of the "nouns" discovered may end up being adjectives, or even verbs.
How would we, at a grammatical level, distinguish between "complex" and "simple" prose and would we be justified in assuming that a superior intellect lurks beneath more complex constructions?
Mark
On Fri, 19 Aug 2011 10:14 -0400, "John Crow" <[log in to unmask]> wrote:
The comment that I referred to in my original message ties in very nicely with your excerpt, John. Don't know if the responder is an ATEGer or not; if not, he or she ought to be. Here's what one reader had to say:
I would wager that the reported correlation between language use in college admission essays and GPAs has more to do with the complexity of the grammatical structures used by the writers than with a simple count of the number of nouns and verbs they used.
Verb use is not limited to the telling of stories, but rather plays a central role in determining the grammatical structure of a given sentence. Every sentence includes a verb--indeed that would have been a part of the definition of "sentence" provided by your English teacher. The number of nouns in a sentence actually depends on the verb that was chosen, varying with the complexity of the predicate being expressed by that verb. For example, a verb like "sleep," which describes the activity of one person, the sleeper, would occur in a sentence with only one noun ("she slept"), whereas a verb like "give" requires three nouns, the giver, the receiver, and the thing that was given ("she gave the book to him").
It is likely that the reason that students who end up with higher GPAs used more nouns in their admission essays is actually because they were using verbs that expressed more complex predicates, which require more complex grammatical structures, which require more nouns to fill them. GPA would then be tied to grammatical abilities rather than vocabulary size.
On Fri, Aug 19, 2011 at 9:00 AM, John Dews-Alexander <[log in to unmask]> wrote:
Thanks for sharing, John!
I found this excerpt particularly interesting. It's worth pondering.
--
PENNEBAKER: One of the most fascinating effects Ive seen in quite awhile is that we can predict peoples college performance reasonably well by simply analyzing their college admissions essays. Across four years, we analyzed the admissions essays of 25,000 students and then tracked their grade point averages (GPAs). Higher GPAs were associated with admission essays that used high rates of nouns and low rates of verbs and pronouns. The effects were surprisingly strong and lasted across all years of college, no matter what the students major.
To me, the use of nouns -- especially concrete nouns -- reflects peoples attempts to categorize and name objects, events, and ideas in their worlds. The use of verbs and pronouns typically occur when people tell stories. Universities clearly reward categorizers rather than story tellers. If true, can we train young students to categorize more? Alternatively, are we relying too much on categorization strategies in American education?
--
I think this article highlights a wonderful example of how language analysis, grammar teaching, and writing all go hand-in-hand. It also reminds me that students would benefit from more of an introduction to cognition and how our language choices are motivated in both speech and writing.
John Alexander
On Fri, Aug 19, 2011 at 3:08 AM, John Crow <[log in to unmask]> wrote:
Check out the following article from Scientific American. Be sure to scroll down the comments at the end of the article to the one about the pivotal role grammar plays. Right now, it's the last comment:
http://www.scientificamerican.com/article.cfm?id=the-secret-language-code
John
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========================================================================Date: Sat, 20 Aug 2011 18:11:06 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
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From: "Peter H. Fries" <[log in to unmask]>
Subject: Re: Interesting Article
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Exactly
P
On Sat, Aug 20, 2011 at 2:20 PM, Spruiell, William C <[log in to unmask]>wrote:
> I'd want to know if P. has actual evidence for a stronger effect of
> concrete nouns or not. My suspicion, which partly dovetails with the
> "grammatical complexity" argument, is that the higher-GPA writers are using
> more nominalizations, thus displaying greater familiarity with (heavily
> nominalized) scientific prose style. But if there is a bonus for concrete
> nouns, my suspicion starts looking suspicious.
>
> It would also be interesting to know how many of the bonus nouns are in
> PPs.
>
> -- Bill Spruiell
>
>
>
> On Aug 19, 2011, at 1:28 PM, "M C Johnstone" <[log in to unmask] [log in to unmask]>> wrote:
>
> I noticed that too and agree that what Pennebaker seems to have found is a
> correlation, not a predictor. Of course, in any tabulation exercise we need
> a reliable way to categorize parts of speech. Since the methodology behind
> the counting was not explained, I suggest that on closer inspection we could
> find that some of the "nouns" discovered may end up being adjectives, or
> even verbs.
>
> How would we, at a grammatical level, distinguish between "complex" and
> "simple" prose and would we be justified in assuming that a superior
> intellect lurks beneath more complex constructions?
>
> Mark
>
>
> On Fri, 19 Aug 2011 10:14 -0400, "John Crow" <[log in to unmask] [log in to unmask]>> wrote:
> The comment that I referred to in my original message ties in very nicely
> with your excerpt, John. Don't know if the responder is an ATEGer or not;
> if not, he or she ought to be. Here's what one reader had to say:
>
> I would wager that the reported correlation between language use in college
> admission essays and GPAs has more to do with the complexity of the
> grammatical structures used by the writers than with a simple count of the
> number of nouns and verbs they used.
>
> Verb use is not limited to the telling of stories, but rather plays a
> central role in determining the grammatical structure of a given sentence.
> Every sentence includes a verb--indeed that would have been a part of the
> definition of "sentence" provided by your English teacher. The number of
> nouns in a sentence actually depends on the verb that was chosen, varying
> with the complexity of the predicate being expressed by that verb. For
> example, a verb like "sleep," which describes the activity of one person,
> the sleeper, would occur in a sentence with only one noun ("she slept"),
> whereas a verb like "give" requires three nouns, the giver, the receiver,
> and the thing that was given ("she gave the book to him").
>
> It is likely that the reason that students who end up with higher GPAs used
> more nouns in their admission essays is actually because they were using
> verbs that expressed more complex predicates, which require more complex
> grammatical structures, which require more nouns to fill them. GPA would
> then be tied to grammatical abilities rather than vocabulary size.
>
> On Fri, Aug 19, 2011 at 9:00 AM, John Dews-Alexander < [log in to unmask]>[log in to unmask] [log in to unmask]>> wrote:
> Thanks for sharing, John!
>
> I found this excerpt particularly interesting. It's worth pondering.
>
> --
>
> PENNEBAKER: One of the most fascinating effects Ive seen in quite awhile
> is that we can predict peoples college performance reasonably well by
> simply analyzing their college admissions essays. Across four years, we
> analyzed the admissions essays of 25,000 students and then tracked their
> grade point averages (GPAs). Higher GPAs were associated with admission
> essays that used high rates of nouns and low rates of verbs and pronouns.
> The effects were surprisingly strong and lasted across all years of college,
> no matter what the students major.
>
> To me, the use of nouns -- especially concrete nouns -- reflects peoples
> attempts to categorize and name objects, events, and ideas in their worlds.
> The use of verbs and pronouns typically occur when people tell stories.
> Universities clearly reward categorizers rather than story tellers. If true,
> can we train young students to categorize more? Alternatively, are we
> relying too much on categorization strategies in American education?
>
> --
>
> I think this article highlights a wonderful example of how language
> analysis, grammar teaching, and writing all go hand-in-hand. It also reminds
> me that students would benefit from more of an introduction to cognition and
> how our language choices are motivated in both speech and writing.
>
> John Alexander
>
>
>
>
>
> On Fri, Aug 19, 2011 at 3:08 AM, John Crow <
> [log in to unmask]> wrote:
>
> Check out the following article from Scientific American. Be sure to
> scroll down the comments at the end of the article to the one about the
> pivotal role grammar plays. Right now, it's the last comment:
>
> >http://www.scientificamerican.com/article.cfm?id=the-secret-language-code
>
> John
> To join or leave this LISTSERV list, please visit the list's web interface
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Peter H. Fries
Box 310
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Phone: 989-644-3384
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Exactly P
On Sat, Aug 20, 2011 at 2:20 PM, Spruiell, William C <[log in to unmask]> wrote:
I'd want to know if P. has actual evidence for a stronger effect of concrete nouns or not. My suspicion, which partly dovetails with the "grammatical complexity" argument, is that the higher-GPA writers are using more nominalizations, thus displaying greater familiarity with (heavily nominalized) scientific prose style. But if there is a bonus for concrete nouns, my suspicion starts looking suspicious.
It would also be interesting to know how many of the bonus nouns are in PPs.
-- Bill Spruiell
On Aug 19, 2011, at 1:28 PM, "M C Johnstone" <[log in to unmask]<mailto:[log in to unmask]>> wrote:
I noticed that too and agree that what Pennebaker seems to have found is a correlation, not a predictor. Of course, in any tabulation exercise we need a reliable way to categorize parts of speech. Since the methodology behind the counting was not explained, I suggest that on closer inspection we could find that some of the "nouns" discovered may end up being adjectives, or even verbs.
How would we, at a grammatical level, distinguish between "complex" and "simple" prose and would we be justified in assuming that a superior intellect lurks beneath more complex constructions?
Mark
On Fri, 19 Aug 2011 10:14 -0400, "John Crow" <[log in to unmask]<mailto:[log in to unmask]>> wrote:
The comment that I referred to in my original message ties in very nicely with your excerpt, John. Don't know if the responder is an ATEGer or not; if not, he or she ought to be. Here's what one reader had to say:
I would wager that the reported correlation between language use in college admission essays and GPAs has more to do with the complexity of the grammatical structures used by the writers than with a simple count of the number of nouns and verbs they used.
Verb use is not limited to the telling of stories, but rather plays a central role in determining the grammatical structure of a given sentence. Every sentence includes a verb--indeed that would have been a part of the definition of "sentence" provided by your English teacher. The number of nouns in a sentence actually depends on the verb that was chosen, varying with the complexity of the predicate being expressed by that verb. For example, a verb like "sleep," which describes the activity of one person, the sleeper, would occur in a sentence with only one noun ("she slept"), whereas a verb like "give" requires three nouns, the giver, the receiver, and the thing that was given ("she gave the book to him").
It is likely that the reason that students who end up with higher GPAs used more nouns in their admission essays is actually because they were using verbs that expressed more complex predicates, which require more complex grammatical structures, which require more nouns to fill them. GPA would then be tied to grammatical abilities rather than vocabulary size.
On Fri, Aug 19, 2011 at 9:00 AM, John Dews-Alexander <<mailto:[log in to unmask]>[log in to unmask]<mailto:[log in to unmask]>> wrote:
Thanks for sharing, John!
I found this excerpt particularly interesting. It's worth pondering.
--
PENNEBAKER: One of the most fascinating effects Ive seen in quite awhile is that we can predict peoples college performance reasonably well by simply analyzing their college admissions essays. Across four years, we analyzed the admissions essays of 25,000 students and then tracked their grade point averages (GPAs). Higher GPAs were associated with admission essays that used high rates of nouns and low rates of verbs and pronouns. The effects were surprisingly strong and lasted across all years of college, no matter what the students major.
To me, the use of nouns -- especially concrete nouns -- reflects peoples attempts to categorize and name objects, events, and ideas in their worlds. The use of verbs and pronouns typically occur when people tell stories. Universities clearly reward categorizers rather than story tellers. If true, can we train young students to categorize more? Alternatively, are we relying too much on categorization strategies in American education?
--
I think this article highlights a wonderful example of how language analysis, grammar teaching, and writing all go hand-in-hand. It also reminds me that students would benefit from more of an introduction to cognition and how our language choices are motivated in both speech and writing.
John Alexander
On Fri, Aug 19, 2011 at 3:08 AM, John Crow <<mailto:[log in to unmask]>[log in to unmask]<mailto:[log in to unmask]>> wrote:
Check out the following article from Scientific American. Be sure to scroll down the comments at the end of the article to the one about the pivotal role grammar plays. Right now, it's the last comment:
<http://www.scientificamerican.com/article.cfm?id=the-secret-language-code>http://www.scientificamerican.com/article.cfm?id=the-secret-language-code
John
To join or leave this LISTSERV list, please visit the list's web interface at: <http://listserv.muohio.edu/archives/ateg.html> http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
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<mailto:[log in to unmask]>[log in to unmask]<mailto:[log in to unmask]>
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-- Peter H. Fries
Box 310 Mount Pleasant MI 48804
Phone: 989-644-3384 Cell: 989-400-3764
Email: [log in to unmask]
Web page: <http://cmich.edu/chsbs/x23516.xml> [among 'emeritus faculty']
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--000e0cd29cc061952704aaf71ffa--
========================================================================Date: Sat, 20 Aug 2011 18:12:50 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: "Peter H. Fries" <[log in to unmask]>
Subject: Re: Interesting Article
In-Reply-To: <[log in to unmask]>
MIME-Version: 1.0
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I apologize for sending to the list a response that was intended solely for
Bill.
Peter
On Sat, Aug 20, 2011 at 2:20 PM, Spruiell, William C <[log in to unmask]>wrote:
> I'd want to know if P. has actual evidence for a stronger effect of
> concrete nouns or not. My suspicion, which partly dovetails with the
> "grammatical complexity" argument, is that the higher-GPA writers are using
> more nominalizations, thus displaying greater familiarity with (heavily
> nominalized) scientific prose style. But if there is a bonus for concrete
> nouns, my suspicion starts looking suspicious.
>
> It would also be interesting to know how many of the bonus nouns are in
> PPs.
>
> -- Bill Spruiell
>
>
>
> On Aug 19, 2011, at 1:28 PM, "M C Johnstone" <[log in to unmask] [log in to unmask]>> wrote:
>
> I noticed that too and agree that what Pennebaker seems to have found is a
> correlation, not a predictor. Of course, in any tabulation exercise we need
> a reliable way to categorize parts of speech. Since the methodology behind
> the counting was not explained, I suggest that on closer inspection we could
> find that some of the "nouns" discovered may end up being adjectives, or
> even verbs.
>
> How would we, at a grammatical level, distinguish between "complex" and
> "simple" prose and would we be justified in assuming that a superior
> intellect lurks beneath more complex constructions?
>
> Mark
>
>
> On Fri, 19 Aug 2011 10:14 -0400, "John Crow" <[log in to unmask] [log in to unmask]>> wrote:
> The comment that I referred to in my original message ties in very nicely
> with your excerpt, John. Don't know if the responder is an ATEGer or not;
> if not, he or she ought to be. Here's what one reader had to say:
>
> I would wager that the reported correlation between language use in college
> admission essays and GPAs has more to do with the complexity of the
> grammatical structures used by the writers than with a simple count of the
> number of nouns and verbs they used.
>
> Verb use is not limited to the telling of stories, but rather plays a
> central role in determining the grammatical structure of a given sentence.
> Every sentence includes a verb--indeed that would have been a part of the
> definition of "sentence" provided by your English teacher. The number of
> nouns in a sentence actually depends on the verb that was chosen, varying
> with the complexity of the predicate being expressed by that verb. For
> example, a verb like "sleep," which describes the activity of one person,
> the sleeper, would occur in a sentence with only one noun ("she slept"),
> whereas a verb like "give" requires three nouns, the giver, the receiver,
> and the thing that was given ("she gave the book to him").
>
> It is likely that the reason that students who end up with higher GPAs used
> more nouns in their admission essays is actually because they were using
> verbs that expressed more complex predicates, which require more complex
> grammatical structures, which require more nouns to fill them. GPA would
> then be tied to grammatical abilities rather than vocabulary size.
>
> On Fri, Aug 19, 2011 at 9:00 AM, John Dews-Alexander < [log in to unmask]>[log in to unmask] [log in to unmask]>> wrote:
> Thanks for sharing, John!
>
> I found this excerpt particularly interesting. It's worth pondering.
>
> --
>
> PENNEBAKER: One of the most fascinating effects Ive seen in quite awhile
> is that we can predict peoples college performance reasonably well by
> simply analyzing their college admissions essays. Across four years, we
> analyzed the admissions essays of 25,000 students and then tracked their
> grade point averages (GPAs). Higher GPAs were associated with admission
> essays that used high rates of nouns and low rates of verbs and pronouns.
> The effects were surprisingly strong and lasted across all years of college,
> no matter what the students major.
>
> To me, the use of nouns -- especially concrete nouns -- reflects peoples
> attempts to categorize and name objects, events, and ideas in their worlds.
> The use of verbs and pronouns typically occur when people tell stories.
> Universities clearly reward categorizers rather than story tellers. If true,
> can we train young students to categorize more? Alternatively, are we
> relying too much on categorization strategies in American education?
>
> --
>
> I think this article highlights a wonderful example of how language
> analysis, grammar teaching, and writing all go hand-in-hand. It also reminds
> me that students would benefit from more of an introduction to cognition and
> how our language choices are motivated in both speech and writing.
>
> John Alexander
>
>
>
>
>
> On Fri, Aug 19, 2011 at 3:08 AM, John Crow <
> [log in to unmask]> wrote:
>
> Check out the following article from Scientific American. Be sure to
> scroll down the comments at the end of the article to the one about the
> pivotal role grammar plays. Right now, it's the last comment:
>
> >http://www.scientificamerican.com/article.cfm?id=the-secret-language-code
>
> John
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I apologize for sending to the list a response that was intended solely for Bill. Peter
On Sat, Aug 20, 2011 at 2:20 PM, Spruiell, William C <[log in to unmask]> wrote:
I'd want to know if P. has actual evidence for a stronger effect of concrete nouns or not. My suspicion, which partly dovetails with the "grammatical complexity" argument, is that the higher-GPA writers are using more nominalizations, thus displaying greater familiarity with (heavily nominalized) scientific prose style. But if there is a bonus for concrete nouns, my suspicion starts looking suspicious.
It would also be interesting to know how many of the bonus nouns are in PPs.
-- Bill Spruiell
On Aug 19, 2011, at 1:28 PM, "M C Johnstone" <[log in to unmask]<mailto:[log in to unmask]>> wrote:
I noticed that too and agree that what Pennebaker seems to have found is a correlation, not a predictor. Of course, in any tabulation exercise we need a reliable way to categorize parts of speech. Since the methodology behind the counting was not explained, I suggest that on closer inspection we could find that some of the "nouns" discovered may end up being adjectives, or even verbs.
How would we, at a grammatical level, distinguish between "complex" and "simple" prose and would we be justified in assuming that a superior intellect lurks beneath more complex constructions?
Mark
On Fri, 19 Aug 2011 10:14 -0400, "John Crow" <[log in to unmask]<mailto:[log in to unmask]>> wrote:
The comment that I referred to in my original message ties in very nicely with your excerpt, John. Don't know if the responder is an ATEGer or not; if not, he or she ought to be. Here's what one reader had to say:
I would wager that the reported correlation between language use in college admission essays and GPAs has more to do with the complexity of the grammatical structures used by the writers than with a simple count of the number of nouns and verbs they used.
Verb use is not limited to the telling of stories, but rather plays a central role in determining the grammatical structure of a given sentence. Every sentence includes a verb--indeed that would have been a part of the definition of "sentence" provided by your English teacher. The number of nouns in a sentence actually depends on the verb that was chosen, varying with the complexity of the predicate being expressed by that verb. For example, a verb like "sleep," which describes the activity of one person, the sleeper, would occur in a sentence with only one noun ("she slept"), whereas a verb like "give" requires three nouns, the giver, the receiver, and the thing that was given ("she gave the book to him").
It is likely that the reason that students who end up with higher GPAs used more nouns in their admission essays is actually because they were using verbs that expressed more complex predicates, which require more complex grammatical structures, which require more nouns to fill them. GPA would then be tied to grammatical abilities rather than vocabulary size.
On Fri, Aug 19, 2011 at 9:00 AM, John Dews-Alexander <<mailto:[log in to unmask]>[log in to unmask]<mailto:[log in to unmask]>> wrote:
Thanks for sharing, John!
I found this excerpt particularly interesting. It's worth pondering.
--
PENNEBAKER: One of the most fascinating effects Ive seen in quite awhile is that we can predict peoples college performance reasonably well by simply analyzing their college admissions essays. Across four years, we analyzed the admissions essays of 25,000 students and then tracked their grade point averages (GPAs). Higher GPAs were associated with admission essays that used high rates of nouns and low rates of verbs and pronouns. The effects were surprisingly strong and lasted across all years of college, no matter what the students major.
To me, the use of nouns -- especially concrete nouns -- reflects peoples attempts to categorize and name objects, events, and ideas in their worlds. The use of verbs and pronouns typically occur when people tell stories. Universities clearly reward categorizers rather than story tellers. If true, can we train young students to categorize more? Alternatively, are we relying too much on categorization strategies in American education?
--
I think this article highlights a wonderful example of how language analysis, grammar teaching, and writing all go hand-in-hand. It also reminds me that students would benefit from more of an introduction to cognition and how our language choices are motivated in both speech and writing.
John Alexander
On Fri, Aug 19, 2011 at 3:08 AM, John Crow <<mailto:[log in to unmask]>[log in to unmask]<mailto:[log in to unmask]>> wrote:
Check out the following article from Scientific American. Be sure to scroll down the comments at the end of the article to the one about the pivotal role grammar plays. Right now, it's the last comment:
<http://www.scientificamerican.com/article.cfm?id=the-secret-language-code>http://www.scientificamerican.com/article.cfm?id=the-secret-language-code
John
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========================================================================Date: Sat, 20 Aug 2011 23:51:51 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
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Subject: Re: Interesting Article
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Some of this discussion sounds a little reminiscent of discussions a couple of decades ago over the use of T-units as an object of quantitative studies of writing. A major problem with quantitative linguistic and behavioral studies of text is that pretty much anything in language that you can count doesn't. Counts tell us nothing about structure, function, or meaning or the relationships among these, and these are what writers manipulate, with varying levels of sophistication. Experienced writing teachers, rhetoricians, and grammarians can talk with some sensitivity about these matters, but they don't spend much time counting things.
Herb
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Peter H. Fries
Sent: Saturday, August 20, 2011 6:13 PM
To: [log in to unmask]
Subject: Re: Interesting Article
I apologize for sending to the list a response that was intended solely for Bill.
Peter
On Sat, Aug 20, 2011 at 2:20 PM, Spruiell, William C <[log in to unmask]> wrote:
I'd want to know if P. has actual evidence for a stronger effect of concrete nouns or not. My suspicion, which partly dovetails with the "grammatical complexity" argument, is that the higher-GPA writers are using more nominalizations, thus displaying greater familiarity with (heavily nominalized) scientific prose style. But if there is a bonus for concrete nouns, my suspicion starts looking suspicious.
It would also be interesting to know how many of the bonus nouns are in PPs.
-- Bill Spruiell
On Aug 19, 2011, at 1:28 PM, "M C Johnstone" <[log in to unmask]>> wrote:
I noticed that too and agree that what Pennebaker seems to have found is a correlation, not a predictor. Of course, in any tabulation exercise we need a reliable way to categorize parts of speech. Since the methodology behind the counting was not explained, I suggest that on closer inspection we could find that some of the "nouns" discovered may end up being adjectives, or even verbs.
How would we, at a grammatical level, distinguish between "complex" and "simple" prose and would we be justified in assuming that a superior intellect lurks beneath more complex constructions?
Mark
On Fri, 19 Aug 2011 10:14 -0400, "John Crow" <[log in to unmask]>> wrote:
The comment that I referred to in my original message ties in very nicely with your excerpt, John. Don't know if the responder is an ATEGer or not; if not, he or she ought to be. Here's what one reader had to say:
I would wager that the reported correlation between language use in college admission essays and GPAs has more to do with the complexity of the grammatical structures used by the writers than with a simple count of the number of nouns and verbs they used.
Verb use is not limited to the telling of stories, but rather plays a central role in determining the grammatical structure of a given sentence. Every sentence includes a verb--indeed that would have been a part of the definition of "sentence" provided by your English teacher. The number of nouns in a sentence actually depends on the verb that was chosen, varying with the complexity of the predicate being expressed by that verb. For example, a verb like "sleep," which describes the activity of one person, the sleeper, would occur in a sentence with only one noun ("she slept"), whereas a verb like "give" requires three nouns, the giver, the receiver, and the thing that was given ("she gave the book to him").
It is likely that the reason that students who end up with higher GPAs used more nouns in their admission essays is actually because they were using verbs that expressed more complex predicates, which require more complex grammatical structures, which require more nouns to fill them. GPA would then be tied to grammatical abilities rather than vocabulary size.
On Fri, Aug 19, 2011 at 9:00 AM, John Dews-Alexander <>[log in to unmask]>> wrote:
Thanks for sharing, John!
I found this excerpt particularly interesting. It's worth pondering.
--
PENNEBAKER: One of the most fascinating effects I've seen in quite awhile is that we can predict people's college performance reasonably well by simply analyzing their college admissions essays. Across four years, we analyzed the admissions essays of 25,000 students and then tracked their grade point averages (GPAs). Higher GPAs were associated with admission essays that used high rates of nouns and low rates of verbs and pronouns. The effects were surprisingly strong and lasted across all years of college, no matter what the students' major.
To me, the use of nouns -- especially concrete nouns -- reflects people's attempts to categorize and name objects, events, and ideas in their worlds. The use of verbs and pronouns typically occur when people tell stories. Universities clearly reward categorizers rather than story tellers. If true, can we train young students to categorize more? Alternatively, are we relying too much on categorization strategies in American education?
--
I think this article highlights a wonderful example of how language analysis, grammar teaching, and writing all go hand-in-hand. It also reminds me that students would benefit from more of an introduction to cognition and how our language choices are motivated in both speech and writing.
John Alexander
On Fri, Aug 19, 2011 at 3:08 AM, John Crow <>[log in to unmask]>> wrote:
Check out the following article from Scientific American. Be sure to scroll down the comments at the end of the article to the one about the pivotal role grammar plays. Right now, it's the last comment:
http://www.scientificamerican.com/article.cfm?id=the-secret-language-code
John
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Some of this discussion sounds a little reminiscent of discussions a couple of decades ago over the use of T-units as an object of quantitative studies of writing. A major problem with quantitative linguistic and behavioral studies of text is that pretty much anything in language that you can count doesn’t. Counts tell us nothing about structure, function, or meaning or the relationships among these, and these are what writers manipulate, with varying levels of sophistication. Experienced writing teachers, rhetoricians, and grammarians can talk with some sensitivity about these matters, but they don’t spend much time counting things. Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Peter H. Fries Sent: Saturday, August 20, 2011 6:13 PM To: [log in to unmask] Subject: Re: Interesting Article I apologize for sending to the list a response that was intended solely for Bill. Peter On Sat, Aug 20, 2011 at 2:20 PM, Spruiell, William C <[log in to unmask]> wrote: I'd want to know if P. has actual evidence for a stronger effect of concrete nouns or not. My suspicion, which partly dovetails with the "grammatical complexity" argument, is that the higher-GPA writers are using more nominalizations, thus displaying greater familiarity with (heavily nominalized) scientific prose style. But if there is a bonus for concrete nouns, my suspicion starts looking suspicious.
It would also be interesting to know how many of the bonus nouns are in PPs.
-- Bill Spruiell
On Aug 19, 2011, at 1:28 PM, "M C Johnstone" <[log in to unmask]<mailto:[log in to unmask]>> wrote:
I noticed that too and agree that what Pennebaker seems to have found is a correlation, not a predictor. Of course, in any tabulation exercise we need a reliable way to categorize parts of speech. Since the methodology behind the counting was not explained, I suggest that on closer inspection we could find that some of the "nouns" discovered may end up being adjectives, or even verbs.
How would we, at a grammatical level, distinguish between "complex" and "simple" prose and would we be justified in assuming that a superior intellect lurks beneath more complex constructions?
Mark
On Fri, 19 Aug 2011 10:14 -0400, "John Crow" <[log in to unmask]<mailto:[log in to unmask]>> wrote: The comment that I referred to in my original message ties in very nicely with your excerpt, John. Don't know if the responder is an ATEGer or not; if not, he or she ought to be. Here's what one reader had to say:
I would wager that the reported correlation between language use in college admission essays and GPAs has more to do with the complexity of the grammatical structures used by the writers than with a simple count of the number of nouns and verbs they used.
Verb use is not limited to the telling of stories, but rather plays a central role in determining the grammatical structure of a given sentence. Every sentence includes a verb--indeed that would have been a part of the definition of "sentence" provided by your English teacher. The number of nouns in a sentence actually depends on the verb that was chosen, varying with the complexity of the predicate being expressed by that verb. For example, a verb like "sleep," which describes the activity of one person, the sleeper, would occur in a sentence with only one noun ("she slept"), whereas a verb like "give" requires three nouns, the giver, the receiver, and the thing that was given ("she gave the book to him").
It is likely that the reason that students who end up with higher GPAs used more nouns in their admission essays is actually because they were using verbs that expressed more complex predicates, which require more complex grammatical structures, which require more nouns to fill them. GPA would then be tied to grammatical abilities rather than vocabulary size.
On Fri, Aug 19, 2011 at 9:00 AM, John Dews-Alexander <<mailto:[log in to unmask]>[log in to unmask]<mailto:[log in to unmask]>> wrote: Thanks for sharing, John!
I found this excerpt particularly interesting. It's worth pondering.
--
PENNEBAKER: One of the most fascinating effects I’ve seen in quite awhile is that we can predict people’s college performance reasonably well by simply analyzing their college admissions essays. Across four years, we analyzed the admissions essays of 25,000 students and then tracked their grade point averages (GPAs). Higher GPAs were associated with admission essays that used high rates of nouns and low rates of verbs and pronouns. The effects were surprisingly strong and lasted across all years of college, no matter what the students’ major.
To me, the use of nouns -- especially concrete nouns -- reflects people’s attempts to categorize and name objects, events, and ideas in their worlds. The use of verbs and pronouns typically occur when people tell stories. Universities clearly reward categorizers rather than story tellers. If true, can we train young students to categorize more? Alternatively, are we relying too much on categorization strategies in American education?
--
I think this article highlights a wonderful example of how language analysis, grammar teaching, and writing all go hand-in-hand. It also reminds me that students would benefit from more of an introduction to cognition and how our language choices are motivated in both speech and writing.
John Alexander
On Fri, Aug 19, 2011 at 3:08 AM, John Crow <<mailto:[log in to unmask]>[log in to unmask]<mailto:[log in to unmask]>> wrote:
Check out the following article from Scientific American. Be sure to scroll down the comments at the end of the article to the one about the pivotal role grammar plays. Right now, it's the last comment:
<http://www.scientificamerican.com/article.cfm?id=the-secret-language-code>http://www.scientificamerican.com/article.cfm?id=the-secret-language-code
John To join or leave this LISTSERV list, please visit the list's web interface at: <http://listserv.muohio.edu/archives/ateg.html> http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
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========================================================================Date: Thu, 25 Aug 2011 13:06:24 -0500
Reply-To: Assembly for the Teaching of English Grammar
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Subject: ATEG Journal Teaser!
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ATEG Listserv Members,
Attached is a teaser of the recently completed edition of the *ATEG Journal*.
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ATEG Listserv Members,
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--90e6ba6e89da9e163404ab584a98--
========================================================================Date: Thu, 25 Aug 2011 16:24:27 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Scott Catledge <[log in to unmask]>
Subject: Re: ATEG Digest - 19 Jul 2011 to 20 Jul 2011 (#2011-132)
In-Reply-To: <[log in to unmask]>
MIME-Version: 1.0
Content-Type: text/plain; charset="iso-8859-1"
Content-Transfer-Encoding: quoted-printable
Although my doctoral dissertation in contrastive linguistics was on
discrepant subcategorization of nouns in Spanish and English,
not being a Chomskyite, my druthers would go with the grammarians--not my
fellow linguists. My only linguistics group is SIAD
(Société Internationale de Diachronie du Français). I have, however, heard
enough on the past perfect and delete any discussions
pertaining thereto.
Scott
-----Original Message-----
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of ATEG automatic digest system
Sent: Thursday, July 21, 2011 12:00 AM
To: [log in to unmask]
Subject: ATEG Digest - 19 Jul 2011 to 20 Jul 2011 (#2011-132)
There are 3 messages totalling 1190 lines in this issue.
Topics of the day:
1. How to deal with a crackpot (3)
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----------------------------------------------------------------------
Date: Wed, 20 Jul 2011 15:58:13 +0300
From: M C Johnstone <[log in to unmask]>
Subject: Re: How to deal with a crackpot
Larry,
I agree with you about dual sympathies and think that the ATEG list is
enriched by a variety of opinion. I understand what Brad is saying below
in All Gaul although I'm not sure what a group of prescriptivist
grammarians would have do to, other than prescribing, and I've heard
much more than anyone ever should hear about the past perfect.
If I had my druthers, I'd go with the linguists and their "arcane
tangents," but it needn't come to that. Brad can easily start a
prescriptive grammar list and invite participants. I have seen this done
on other lists in response to similar complaints.
Mark
On Mon, 18 Jul 2011 13:08 -0500, "Larry Beason" <[log in to unmask]>
wrote:
> I'd suggest we not split the list, esp since I think a number of us
> identify with both grammarians and linguists. Setting aside a portion of
> the list is in effect creating a new list within a list, and there are
> practical problems. For instance, as the overall ATEG list grows and
> changes, will newcomers know there are essentially two lists? How often
> does the list manager have to update and revise these sub-lists? I think
> it's a bit much to ask list managers to keep up with such matters. I
> might be missing something, but it seems to me it would be overreacting
> to some minor disputes.
>
> If someone wants to create a non-ATEG list devoted to grammar and
> linguistics--fine. I think a number of us would want to join that one
> also. But I for one see no reason to encourage creating various
> sub-groups that have far more in common than they have differences.
>
> I've spend most of my career in the shadow of a split between literature
> and composition/rhetoric faculty (if not a split between composition and
> rhetoric, for heaven's sake), and it seems to me the splitting of this
> list into grammarians vs linguists is not productive to either good
> discussions of language or to our scholarly and teaching community. I've
> grown tired of such false dichotomies, and I suspect I'm not alone.
>
> Larry
>
> ____________________________
> Larry Beason, Associate Professor
> Director of Composition
> University of South Alabama
> Mobile, AL 36688-0002
> Office: 251-460-7861
> FAX: 251-461-1517
>
>
> >>> "Dixon, Jack" <[log in to unmask]> 7/18/2011 12:42 PM >>>
> Excellent suggestion. Grammarians, communicate directly with the list
> manager.
>
> From: Assembly for the Teaching of English Grammar
> [mailto:[log in to unmask]] On Behalf Of Craig Hancock
> Sent: Monday, July 18, 2011 11:47 AM
> To: [log in to unmask]
> Subject: Re: How to deal with a crackpot
>
> If I am not mistaken, it is possible to direct messages directly to
> the keeper of the list. If there are grammarians among us who would
> like to see the list (or a portion of the list) set aside for
> grammarians only (as Brad would define it), without commentary from
> linguists, then perhaps they should communicate that directly to the
> list manager. If there are a large number among us who feel that way,
> then the list manager could let that be known, and we could take the
> suggestion seriously. If not, then let's continue as we have in the
> past.
>
> Craig
>
>
>
> On 7/18/2011 12:39 PM, Carole Hurlbut wrote:
> I would appreciate discussions to be respectful and positive. I delete
> some emails and may need to use a filter or block. Thanks to members who
> make positive choices in their responses. I appreciate it.
>
> Carole
>
> From: Brad Johnston
> Sent: Monday, July 18, 2011 11:05 AM
> To: [log in to unmask]
> Subject: Re: How to deal with a crackpot
>
> Note this, Geoffrey. See what I mean? There's nothing "crackpot" about
> "All Gaul is divided".
>
> Bully the chickens and they won't reply. They just won't. No one likes to
> be bullied as Dick Veit likes to [try to] bully me.
>
> (I changed email addresses because Internet Explorer is having problems
> that effect my old address. I now use Google Chrome and a new Yahoo
> address. Nothing evil or devious about it.)
>
> "exactly what he wants", b.t.w, is very clearly, and reasonably, stated
> in All Gaul is divided. Maybe, just maybe, the chickens don't want you in
> their hen house, Dick. If you ever ask them what they want, ask them if
> they want me in their hen house. If they (grammarians) don't, I will
> withdraw with considerably more good grace that you exhibit below.
>
> .brad.18july11.
>
> ________________________________
> From: Dick Veit <[log in to unmask]>
> To: [log in to unmask]
> Sent: Monday, July 18, 2011 11:28 AM
> Subject: How to deal with a crackpot
> Why am I again getting mail from our resident crackpot, when I put a
> filter on my email account to block his messages?
>
> Answers:
> 1. He changed his email address (so I will now block the new one too).
> 2. Non-crackpots keep responding to his mail. At long last, can't people
> realize that it is exactly what he wants? Just stop responding to him, no
> matter what crazy things he says to provoke you.
>
> ~~~~~
>
> Date: Sun, 17 Jul 2011 06:35:31 -0700
> From: Brad Johnston
> <[log in to unmask]>
> Subject: All Gaul is divided
> Regarding the possible division of the two main parts of ATEG, which I
> hope will be considered at the annual meeting, it seems to me that the
> goal of grammar is that we all might be on the same page, literally and
> figuratively, so that we might be better able to understand one another.
>
> Understanding one another doesn't depend on where words and conventions
> came from as much as what they mean. Linguists look at what people
> actually say and write, (and said and wrote), whereas grammarians try to
> agree on what makes sense to most of us most of the time. Linguists have
> different training, different interests, and different goals. They look
> at what divides us (descriptive grammar), while grammarians look for what
> joins us together (prescriptive grammar).
>
> When the linguists, who dominate the ATEG listserv, go off on one of
> their arcane tangents, the grammarians politely say to the linguists,
> "that's interesting", but it's rather like a corn farmer saying "that's
> interesting" to a cattle rancher who describes the particulars of raising
> Holsteins. What interests the linguists IS interesting, it just isn't
> what makes the grammar world go around.
>
> The demonstrable result is that the linguists tend to carry on their
> exotic discussions on this listserv and the grammarians tend to lurk in
> the shadows. I propose to you that there should be a way to better serve
> the grammarians, of whom there are thousands in this country, and who
> each have questions about the day-to-day of teaching grammar.
>
> The grammarians can go somewhere else, of course, and maybe they do, but
> since ATEG is the Assembly for the Teaching of English Grammar, why is it
> not appropriate that ATEG concern itself with English Grammar and let the
> linguists go elsewhere and ponder, in a different venue, those things
> that interest them?
>
> br-had.sun.17july11.
> .
>
> To join or leave this LISTSERV list, please visit the list's web
> interface at: http://listserv.muohio.edu/archives/ateg.html and select
> "Join or leave the list"
>
> Visit ATEG's web site at http://ateg.org/
> To join or leave this LISTSERV list, please visit the list's web
> interface at: http://listserv.muohio.edu/archives/ateg.html and select
> "Join or leave the list"
>
> Visit ATEG's web site at http://ateg.org/
>
> To join or leave this LISTSERV list, please visit the list's web
> interface at: http://listserv.muohio.edu/archives/ateg.html and select
> "Join or leave the list"
>
> Visit ATEG's web site at http://ateg.org/
>
> To join or leave this LISTSERV list, please visit the list's web
> interface at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
>
> Visit ATEG's web site at http://ateg.org/
>
> To join or leave this LISTSERV list, please visit the list's web
> interface at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
>
> Visit ATEG's web site at http://ateg.org/
>
--
[log in to unmask]
To join or leave this LISTSERV list, please visit the list's web interface
at:
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and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
------------------------------
Date: Wed, 20 Jul 2011 08:31:46 -0700
From: "Paul E. Doniger" <[log in to unmask]>
Subject: Re: How to deal with a crackpot
--0-905509043-1311175906=:63679
Content-Type: text/plain; charset=iso-8859-1
Content-Transfer-Encoding: quoted-printable
I'm not sure why nobody has said this on this thread yet, but not all =0Agr=
ammarians are prescriptivists. =0A=0A=0APaul D.=0A=A0"If this were play'd u=
pon a stage now, I could condemn it as an improbable =0Afiction" (_Twelfth =
Night_ 3.4.127-128). =0A=0A=0A=0A=0A=0A________________________________=0AF=
rom: M C Johnstone <[log in to unmask]>=0ATo: [log in to unmask]
t: Wed, July 20, 2011 8:58:13 AM=0ASubject: Re: How to deal with a crackpot=
=0A=0ALarry,=0A=0AI agree with you about dual sympathies and think that the=
ATEG list is=0Aenriched by a variety of opinion. I understand what Brad is=
saying below=0Ain All Gaul although I'm not sure what a group of prescript=
ivist=0Agrammarians would have do to, other than prescribing, and I've hear=
d=0Amuch more than anyone ever should hear about the past perfect.=0A=0AIf =
I had my druthers, I'd go with the linguists and their "arcane=0Atangents,"=
but it needn't come to that. Brad can easily start a=0Aprescriptive gramma=
r list and invite participants. I have seen this done=0Aon other lists in r=
esponse to similar complaints.=0A=0AMark=0A=0AOn Mon, 18 Jul 2011 13:08 -05=
00, "Larry Beason" <[log in to unmask]>=0Awrote:=0A> I'd suggest we not s=
plit the list, esp since I think a number of us=0A> identify with both gram=
marians and linguists.=A0 Setting aside a portion of=0A> the list is in eff=
ect creating a new list within a list, and there are=0A> practical problems=
.=A0 For instance, as the overall ATEG list grows and=0A> changes, will new=
comers know there are essentially two lists?=A0 How often=0A> does the list=
manager have to update and revise these sub-lists?=A0 I think=0A> it's a b=
it much to ask list managers to keep up with such matters.=A0 I=0A> might b=
e missing something, but it seems to me it would be overreacting=0A> to som=
e minor disputes.=0A> =0A> If someone wants to create a non-ATEG list devot=
ed to grammar and=0A> linguistics--fine.=A0 I think a number of us would wa=
nt to join that one=0A> also.=A0 But I for one see no reason to encourage c=
reating various=0A> sub-groups that have far more in common than they have =
differences.=A0 =0A> =0A> I've spend most of my career in the shadow of a s=
plit between literature=0A> and composition/rhetoric faculty (if not a spli=
t between composition and=0A> rhetoric, for heaven's sake), and it seems to=
me the splitting of this=0A> list into grammarians vs linguists is not pro=
ductive to either good=0A> discussions of language or to our scholarly and =
teaching community.=A0 I've=0A> grown tired of such false dichotomies, and =
I suspect I'm not alone.=0A> =0A> Larry=0A> =0A> __________________________=
__=0A> Larry Beason, Associate Professor=0A> Director of Composition=0A> Un=
iversity of South Alabama=0A> Mobile, AL 36688-0002=0A> Office: 251-460-786=
1=0A> FAX: 251-461-1517=0A> =0A> =0A> >>> "Dixon, Jack" 7/18/2011 12:42 PM >>>=0A> Excellent suggestion.=A0 =A0 Grammarians,=
communicate directly with the list=0A> manager.=0A> =0A> From: Assembly fo=
r the Teaching of English Grammar=0A> [mailto:[log in to unmask]] On =
Behalf Of Craig Hancock=0A> Sent: Monday, July 18, 2011 11:47 AM=0A> To: AT=
[log in to unmask] =0A> Subject: Re: How to deal with a crackpot=0A> =
=0A>=A0 =A0 If I am not mistaken, it is possible to direct messages directl=
y to=0A>=A0 =A0 the keeper of the list. If there are grammarians among us w=
ho would=0A>=A0 =A0 like to see the list (or a portion of the list) set asi=
de for=0A>=A0 =A0 grammarians only (as Brad would define it), without comme=
ntary from=0A>=A0 =A0 linguists, then perhaps they should communicate that =
directly to the=0A>=A0 =A0 list manager. If there are a large number among =
us who feel that way,=0A>=A0 =A0 then the list manager could let that be kn=
own, and we could take the=0A>=A0 =A0 suggestion seriously. If not, then le=
t's continue as we have in the=0A>=A0 =A0 past.=0A> =0A> Craig=0A> =0A> =0A=
> =0A> On 7/18/2011 12:39 PM, Carole Hurlbut wrote:=0A> I would appreciate =
discussions to be respectful and positive. I delete=0A> some emails and may=
need to use a filter or block. Thanks to members who=0A> make positive cho=
ices in their responses. I appreciate it.=0A> =0A> Carole=0A> =0A> From: Br=
ad Johnston=0A> Sent: Monday, July 18, 2011 1=
1:05 AM=0A> To: [log in to unmask]=
=0A> Subject: Re: How to deal with a crackpot=0A> =0A> Note this, Geoffrey.=
See what I mean? There's nothing "crackpot" about=0A> "All Gaul is divided=
".=0A> =0A> Bully the chickens and they won't reply. They just won't. No on=
e likes to=0A> be bullied as Dick Veit likes to [try to] bully me.=0A> =0A>=
(I changed email addresses because Internet Explorer is having problems=0A=
> that effect my old address. I now use Google Chrome and a new Yahoo=0A> a=
ddress.=A0 Nothing evil or devious about it.)=0A> =0A> "exactly what he wan=
ts", b.t.w, is very clearly, and reasonably, stated=0A> in All Gaul is divi=
ded. Maybe, just maybe, the chickens don't want you in=0A> their hen house,=
Dick. If you ever ask them what they want, ask them if=0A> they want me in=
their hen house. If they (grammarians) don't, I will=0A> withdraw with con=
siderably more good grace that you exhibit below.=0A> =0A> .brad.18july11.=
=0A> =0A> ________________________________=0A> From: Dick Veit =0A> To: [log in to unmask][log in to unmask]>=0A> Sent: Monday, July 18, 2011 11:28 AM=0A> Sub=
ject: How to deal with a crackpot=0A> Why am I again getting mail from our =
resident crackpot, when I put a=0A> filter on my email account to block his=
messages?=0A> =0A> Answers:=0A> 1. He changed his email address (so I will=
now block the new one too).=0A> 2. Non-crackpots keep responding to his ma=
il. At long last, can't people=0A> realize that it is exactly what he wants=
? Just stop responding to him, no=0A> matter what crazy things he says to p=
rovoke you.=0A> =0A> ~~~~~=0A> =0A> Date:=A0 =A0 Sun, 17 Jul 2011 06:35:31 =
-0700=0A> From:=A0 =A0 Brad Johnston=0A> <[log in to unmask]>[log in to unmask]>=0A> Subject: All Gaul is divided=0A> Regarding the poss=
ible division of the two main parts of ATEG, which I=0A> hope will be consi=
dered at the annual meeting, it seems to me that the=0A> goal of grammar is=
that we all might be on the same page, literally and=0A> figuratively, so =
that we might be better able to understand one another.=0A> =0A> Understand=
ing one another doesn't depend on where words and conventions=0A> came from=
as much as what they mean. Linguists look at what people=0A> actually say =
and write, (and said and wrote), whereas grammarians try to=0A> agree on wh=
at makes sense to most of us most of the time. Linguists have=0A> different=
training, different interests, and different goals. They look=0A> at what =
divides us (descriptive grammar), while grammarians look for what=0A> joins=
us together (prescriptive grammar).=0A> =0A> When the linguists, who domin=
ate the ATEG listserv, go off on one of=0A> their arcane tangents, the gram=
marians politely say to the linguists,=0A> "that's interesting", but it's r=
ather like a corn farmer saying "that's=0A> interesting" to a cattle ranche=
r who describes the particulars of raising=0A> Holsteins. What interests th=
e linguists IS interesting, it just isn't=0A> what makes the grammar world =
go around.=0A> =0A> The demonstrable result is that the linguists tend to c=
arry on their=0A> exotic discussions on this listserv and the grammarians t=
end to lurk in=0A> the shadows. I propose to you that there should be a way=
to better serve=0A> the grammarians, of whom there are thousands in this c=
ountry, and who=0A> each have questions about the day-to-day of teaching gr=
ammar.=0A> =0A> The grammarians can go somewhere else, of course, and maybe=
they do, but=0A> since ATEG is the Assembly for the Teaching of English Gr=
ammar, why is it=0A> not appropriate that ATEG concern itself with English =
Grammar and let the=0A> linguists go elsewhere and ponder, in a different v=
enue, those things=0A> that interest them?=0A> =0A> br-had.sun.17july11.=0A=
> .=0A> =0A> To join or leave this LISTSERV list, please visit the list's w=
eb=0A> interface at: http://listserv.muohio.edu/archives/ateg.html and sele=
ct=0A> "Join or leave the list"=0A> =0A> Visit ATEG's web site at http://at=
eg.org/ =0A> To join or leave this LISTSERV list, please visit the list's w=
eb=0A> interface at: http://listserv.muohio.edu/archives/ateg.html and sele=
ct=0A> "Join or leave the list"=0A> =0A> Visit ATEG's web site at http://at=
eg.org/ =0A> =0A> To join or leave this LISTSERV list, please visit the lis=
t's web=0A> interface at: http://listserv.muohio.edu/archives/ateg.html and=
select=0A> "Join or leave the list"=0A> =0A> Visit ATEG's web site at http=
://ateg.org/ =0A> =0A> To join or leave this LISTSERV list, please visit th=
e list's web=0A> interface at:=0A>=A0 =A0 =A0 http://listserv.muohio.edu/ar=
chives/ateg.html =0A> and select "Join or leave the list"=0A> =0A> Visit AT=
EG's web site at http://ateg.org/=0A> =0A> To join or leave this LISTSERV l=
ist, please visit the list's web=0A> interface at:=0A>=A0 =A0 =A0 http://li=
stserv.muohio.edu/archives/ateg.html=0A> and select "Join or leave the list=
"=0A> =0A> Visit ATEG's web site at http://ateg.org/=0A> =0A--=0Amcjsa@123m=
ail.org=0A=0ATo join or leave this LISTSERV list, please visit the list's w=
eb interface at:=0A=A0 =A0 http://listserv.muohio.edu/archives/ateg.html=0A=
and select "Join or leave the list"=0A=0AVisit ATEG's web site at http://at=
eg.org/=0A
To join or leave this LISTSERV list, please visit the list's web interface
at:
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and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
--0-905509043-1311175906=:63679
Content-Type: text/html; charset=iso-8859-1
Content-Transfer-Encoding: quoted-printable
=0A I'm not sure why nobody has said this =
on this thread yet, but not all grammarians are prescriptivists. =0A<=
DIV> =0APaul D. "If this were play'd upon a stage now, I could c=
ondemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128). =
=0A
=0A=0A =0A =0AFrom:<=
/B> M C Johnstone <[log in to unmask]> To: [log in to unmask] Sent: Wed, July 20, 2011 8:58:13 AM Subject: Re: How to deal with a crackp=
ot
Larry, I agree with you about dual sympathies and t=
hink that the ATEG list is enriched by a variety of opinion. I understan=
d what Brad is saying below in All Gaul although I'm not sure what a gro=
up of prescriptivist grammarians would have do to, other than prescribin=
g, and I've heard much more than anyone ever should hear about the past =
perfect. If I had my druthers, I'd go with the linguists and their "=
arcane tangents," but it needn't come to that. Brad can easily start a prescriptive grammar list and invite participants. I have seen this done<=
BR>on other lists in
response to similar complaints.
Mark
On Mon, 18 Jul 2011 13:=
08 -0500, "Larry Beason" <[log in to unmask]> wrote: > I'd suggest we not split the list, esp since I think a number of us> identify with both grammarians and linguists. Setting aside a =
portion of > the list is in effect creating a new list within a list,=
and there are > practical problems. For instance, as the overa=
ll ATEG list grows and > changes, will newcomers know there are essen=
tially two lists? How often > does the list manager have to upd=
ate and revise these sub-lists? I think > it's a bit much to as=
k list managers to keep up with such matters. I > might be miss=
ing something, but it seems to me it would be overreacting > to some =
minor disputes. > > If someone wants to create a non-ATEG
list devoted to grammar and > linguistics--fine. I think a num=
ber of us would want to join that one > also. But I for one see=
no reason to encourage creating various > sub-groups that have far m=
ore in common than they have differences. > > I've spen=
d most of my career in the shadow of a split between literature > and=
composition/rhetoric faculty (if not a split between composition and &g=
t; rhetoric, for heaven's sake), and it seems to me the splitting of this> list into grammarians vs linguists is not productive to either good<=
BR>> discussions of language or to our scholarly and teaching community.=
I've > grown tired of such false dichotomies, and I suspect I'=
m not alone. > > Larry > > ______________________=
______ > Larry Beason, Associate Professor > Director of Compos=
ition > University of South Alabama > Mobile, AL
36688-0002 > Office: 251-460-7861 > FAX: 251-461-1517 > =
> > >>> "Dixon, Jack" <[log in to unmask]" ymailto=3D"mailto:[log in to unmask]">Jack.Dixon@LONE=
STAR.EDU> 7/18/2011 12:42 PM >>> > Excellent suggesti=
on. Grammarians, communicate directly with the list > ma=
nager. > > From: Assembly for the Teaching of English Grammar<=
BR>> [mailto:[log in to unmask]">[log in to unmask]] On Behalf Of Cra=
ig Hancock > Sent: Monday, July 18, 2011 11:47 AM > To: [log in to unmask] > Subject: Re: How to deal with a=
crackpot > > If I am not mistaken, it is possibl=
e to direct messages directly to > the keeper of the lis=
t. If
there are grammarians among us who would > like to see =
the list (or a portion of the list) set aside for > gram=
marians only (as Brad would define it), without commentary from >&nbs=
p; linguists, then perhaps they should communicate that directly to =
the > list manager. If there are a large number among us=
who feel that way, > then the list manager could let th=
at be known, and we could take the > suggestion seriousl=
y. If not, then let's continue as we have in the > past.=
> > Craig > > > > On 7/18/2011 12:=
39 PM, Carole Hurlbut wrote: > I would appreciate discussions to be r=
espectful and positive. I delete > some emails and may need to use a =
filter or block. Thanks to members who > make positive choices in the=
ir responses. I appreciate it. > > Carole >
> From: Brad Johnston<mailto:[log in to unmask]>=
; > Sent: Monday, July 18, 2011 11:05 AM > To: [log in to unmask]" ymailto=3D"mailto:[log in to unmask]">ATE=
[log in to unmask]<mailto:[log in to unmask]=
A>> > Subject: Re: How to deal with a crackpot > > No=
te this, Geoffrey. See what I mean? There's nothing "crackpot" about >=
; "All Gaul is divided". > > Bully the chickens and they won't=
reply. They just won't. No one likes to > be bullied as Dick Veit li=
kes to [try to] bully me. > > (I changed email addresses becau=
se Internet Explorer is having problems > that effect my old address.=
I now use Google Chrome and a new Yahoo > address. Nothing evi=
l or
devious about it.) > > "exactly what he wants", b.t.w, is ver=
y clearly, and reasonably, stated > in All Gaul is divided. Maybe, ju=
st maybe, the chickens don't want you in > their hen house, Dick. If =
you ever ask them what they want, ask them if > they want me in their=
hen house. If they (grammarians) don't, I will > withdraw with consi=
derably more good grace that you exhibit below. > > .brad.18ju=
ly11. > > ________________________________ > From: Dick =
Veit <[log in to unmask]><mailto:[log in to unmask]><=
BR>> To: [log in to unmask]">[log in to unmask]<mailto:[log in to unmask]&g=
t; > Sent: Monday, July 18, 2011 11:28 AM > Subject: How to dea=
l with a crackpot > Why am I again getting mail from our resident cra=
ckpot, when I put a > filter on my email account to block his message=
s? > > Answers: > 1. He changed his email address (so I =
will now block the new one too). > 2. Non-crackpots keep responding t=
o his mail. At long last, can't people > realize that it is exactly w=
hat he wants? Just stop responding to him, no > matter what crazy thi=
ngs he says to provoke you. > > ~~~~~ > > Date:&n=
bsp; Sun, 17 Jul 2011 06:35:31 -0700 > From: Brad=
Johnston > <[log in to unmask]">[log in to unmask]><mailto:[log in to unmask]> =
> Subject: All Gaul is divided > Regarding the possible division o=
f the two main parts of ATEG, which I > hope will be considered at th=
e annual meeting, it seems to me that the > goal of grammar is that w=
e all might be on the same page, literally and > figuratively, so tha=
t we might be better able to understand one another. > > Under=
standing one another doesn't depend on where words and conventions > =
came from as much as what they mean. Linguists look at what people > =
actually say and write, (and said and wrote), whereas grammarians try to > agree on what makes sense to most of us most of the time. Linguists h=
ave > different training, different interests, and different goals. T=
hey look > at what divides us (descriptive grammar), while grammarian=
s look for what > joins us together (prescriptive
grammar). > > When the linguists, who dominate the ATEG lists=
erv, go off on one of > their arcane tangents, the grammarians polite=
ly say to the linguists, > "that's interesting", but it's rather like=
a corn farmer saying "that's > interesting" to a cattle rancher who =
describes the particulars of raising > Holsteins. What interests the =
linguists IS interesting, it just isn't > what makes the grammar worl=
d go around. > > The demonstrable result is that the linguists=
tend to carry on their > exotic discussions on this listserv and the=
grammarians tend to lurk in > the shadows. I propose to you that the=
re should be a way to better serve > the grammarians, of whom there a=
re thousands in this country, and who > each have questions about the=
day-to-day of teaching grammar. > > The grammarians can go so=
mewhere else, of course, and maybe they do, but > since ATEG
is the Assembly for the Teaching of English Grammar, why is it > not=
appropriate that ATEG concern itself with English Grammar and let the &=
gt; linguists go elsewhere and ponder, in a different venue, those things> that interest them? > > br-had.sun.17july11. > .<=
BR>> > To join or leave this LISTSERV list, please visit the list=
's web > interface at: http://listserv.muohio.edu/archives/ateg.html=
A> and select > "Join or leave the list" > > Visit ATEG'=
s web site at http://ateg.org/=
> To join or leave this LISTSERV list, please visit the list's =
web > interface at: http://listserv.muohio.edu/archives/ateg.html =
and select > "Join or leave the list" > > Visit ATEG's w=
eb
site at http://ateg.org/ =
> > To join or leave this LISTSERV list, please visit the lis=
t's web > interface at: http://listserv.muohio.edu/archives/ateg.html<=
/A> and select > "Join or leave the list" > > Visit ATEG=
's web site at http://ateg.org=
/ > > To join or leave this LISTSERV list, please visit t=
he list's web > interface at: > http://lists=
erv.muohio.edu/archives/ateg.html > and select "Join or leave th=
e list" > > Visit ATEG's web site at http://ateg.org/ > > To join or leave =
this LISTSERV list, please visit the list's web > interface at: &g=
t;
http://listserv.muohio.edu/archives/ateg.html > and=
select "Join or leave the list" > > Visit ATEG's web site at =
http://ateg.org/ > <=
BR>-- [log in to unmask]
To join or leave this LISTSERV list, p=
lease visit the list's web interface at: http://listserv.mu=
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------------------------------
Date: Thu, 21 Jul 2011 01:02:45 +0300
From: M C Johnstone <[log in to unmask]>
Subject: Re: How to deal with a crackpot
This is a multi-part message in MIME format.
--_----------=_1311199365208101
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Date: Wed, 20 Jul 2011 18:02:45 -0400
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I didn't mean to imply that grammarians must be prescriptivists.
I was referring to Brad's dichotomy:
> They [linguists] look
> at what divides us (descriptive grammar), while grammarians
look for what
> joins us together (prescriptive grammar).
Mark
"The whole theory of modern education is radically unsound.
Fortunately, in England at any rate, education has no effect
whastoever."
- Lady Bracknell in "The Importance of Being Earnest"
On Wed, 20 Jul 2011 08:31 -0700, "Paul E. Doniger"
<[log in to unmask]> wrote:
I'm not sure why nobody has said this on this thread yet, but not
all grammarians are prescriptivists.
Paul D.
"If this were play'd upon a stage now, I could condemn it as an
improbable fiction" (_Twelfth Night_ 3.4.127-128).
____________________________________________________________
From: M C Johnstone <[log in to unmask]>
To: [log in to unmask]
Sent: Wed, July 20, 2011 8:58:13 AM
Subject: Re: How to deal with a crackpot
Larry,
I agree with you about dual sympathies and think that the ATEG
list is
enriched by a variety of opinion. I understand what Brad is
saying below
in All Gaul although I'm not sure what a group of prescriptivist
grammarians would have do to, other than prescribing, and I've
heard
much more than anyone ever should hear about the past perfect.
If I had my druthers, I'd go with the linguists and their "arcane
tangents," but it needn't come to that. Brad can easily start a
prescriptive grammar list and invite participants. I have seen
this done
on other lists in response to similar complaints.
Mark
On Mon, 18 Jul 2011 13:08 -0500, "Larry Beason"
<[1][log in to unmask]>
wrote:
> I'd suggest we not split the list, esp since I think a number
of us
> identify with both grammarians and linguists. Setting aside a
portion of
> the list is in effect creating a new list within a list, and
there are
> practical problems. For instance, as the overall ATEG list
grows and
> changes, will newcomers know there are essentially two lists?
How often
> does the list manager have to update and revise these
sub-lists? I think
> it's a bit much to ask list managers to keep up with such
matters. I
> might be missing something, but it seems to me it would be
overreacting
> to some minor disputes.
>
> If someone wants to create a non-ATEG list devoted to grammar
and
> linguistics--fine. I think a number of us would want to join
that one
> also. But I for one see no reason to encourage creating
various
> sub-groups that have far more in common than they have
differences.
>
> I've spend most of my career in the shadow of a split between
literature
> and composition/rhetoric faculty (if not a split between
composition and
> rhetoric, for heaven's sake), and it seems to me the splitting
of this
> list into grammarians vs linguists is not productive to either
good
> discussions of language or to our scholarly and teaching
community. I've
> grown tired of such false dichotomies, and I suspect I'm not
alone.
>
> Larry
>
> ____________________________
> Larry Beason, Associate Professor
> Director of Composition
> University of South Alabama
> Mobile, AL 36688-0002
> Office: 251-460-7861
> FAX: 251-461-1517
>
>
> >>> "Dixon, Jack" <[2][log in to unmask]> 7/18/2011 12:42
PM >>>
> Excellent suggestion. Grammarians, communicate directly with
the list
> manager.
>
> From: Assembly for the Teaching of English Grammar
> [mailto:[3][log in to unmask]] On Behalf Of Craig Hancock
> Sent: Monday, July 18, 2011 11:47 AM
> To: [4][log in to unmask]
> Subject: Re: How to deal with a crackpot
>
> If I am not mistaken, it is possible to direct messages
directly to
> the keeper of the list. If there are grammarians among us
who would
> like to see the list (or a portion of the list) set aside
for
> grammarians only (as Brad would define it), without
commentary from
> linguists, then perhaps they should communicate that
directly to the
> list manager. If there are a large number among us who feel
that way,
> then the list manager could let that be known, and we could
take the
> suggestion seriously. If not, then let's continue as we have
in the
> past.
>
> Craig
>
>
>
> On 7/18/2011 12:39 PM, Carole Hurlbut wrote:
> I would appreciate discussions to be respectful and positive. I
delete
> some emails and may need to use a filter or block. Thanks to
members who
> make positive choices in their responses. I appreciate it.
>
> Carole
>
> From: Brad Johnston[log in to unmask]>
> Sent: Monday, July 18, 2011 11:05 AM
> To:
[6][log in to unmask][log in to unmask]>
> Subject: Re: How to deal with a crackpot
>
> Note this, Geoffrey. See what I mean? There's nothing
"crackpot" about
> "All Gaul is divided".
>
> Bully the chickens and they won't reply. They just won't. No
one likes to
> be bullied as Dick Veit likes to [try to] bully me.
>
> (I changed email addresses because Internet Explorer is having
problems
> that effect my old address. I now use Google Chrome and a new
Yahoo
> address. Nothing evil or devious about it.)
>
> "exactly what he wants", b.t.w, is very clearly, and
reasonably, stated
> in All Gaul is divided. Maybe, just maybe, the chickens don't
want you in
> their hen house, Dick. If you ever ask them what they want, ask
them if
> they want me in their hen house. If they (grammarians) don't, I
will
> withdraw with considerably more good grace that you exhibit
below.
>
> .brad.18july11.
>
> ________________________________
> From: Dick Veit
<[8][log in to unmask]>[log in to unmask]>
> To:
[10][log in to unmask][log in to unmask]>
> Sent: Monday, July 18, 2011 11:28 AM
> Subject: How to deal with a crackpot
> Why am I again getting mail from our resident crackpot, when I
put a
> filter on my email account to block his messages?
>
> Answers:
> 1. He changed his email address (so I will now block the new
one too).
> 2. Non-crackpots keep responding to his mail. At long last,
can't people
> realize that it is exactly what he wants? Just stop responding
to him, no
> matter what crazy things he says to provoke you.
>
> ~~~~~
>
> Date: Sun, 17 Jul 2011 06:35:31 -0700
> From: Brad Johnston
> <[12][log in to unmask]>[log in to unmask]>
> Subject: All Gaul is divided
> Regarding the possible division of the two main parts of ATEG,
which I
> hope will be considered at the annual meeting, it seems to me
that the
> goal of grammar is that we all might be on the same page,
literally and
> figuratively, so that we might be better able to understand one
another.
>
> Understanding one another doesn't depend on where words and
conventions
> came from as much as what they mean. Linguists look at what
people
> actually say and write, (and said and wrote), whereas
grammarians try to
> agree on what makes sense to most of us most of the time.
Linguists have
> different training, different interests, and different goals.
They look
> at what divides us (descriptive grammar), while grammarians
look for what
> joins us together (prescriptive grammar).
>
> When the linguists, who dominate the ATEG listserv, go off on
one of
> their arcane tangents, the grammarians politely say to the
linguists,
> "that's interesting", but it's rather like a corn farmer saying
"that's
> interesting" to a cattle rancher who describes the particulars
of raising
> Holsteins. What interests the linguists IS interesting, it just
isn't
> what makes the grammar world go around.
>
> The demonstrable result is that the linguists tend to carry on
their
> exotic discussions on this listserv and the grammarians tend to
lurk in
> the shadows. I propose to you that there should be a way to
better serve
> the grammarians, of whom there are thousands in this country,
and who
> each have questions about the day-to-day of teaching grammar.
>
> The grammarians can go somewhere else, of course, and maybe
they do, but
> since ATEG is the Assembly for the Teaching of English Grammar,
why is it
> not appropriate that ATEG concern itself with English Grammar
and let the
> linguists go elsewhere and ponder, in a different venue, those
things
> that interest them?
>
> br-had.sun.17july11.
> .
>
> To join or leave this LISTSERV list, please visit the list's
web
> interface at: [14]http://listserv.muohio.edu/archives/ateg.html
and select
> "Join or leave the list"
>
> Visit ATEG's web site at [15]http://ateg.org/
> To join or leave this LISTSERV list, please visit the list's
web
> interface at: [16]http://listserv.muohio.edu/archives/ateg.html
and select
> "Join or leave the list"
>
> Visit ATEG's web site at [17]http://ateg.org/
>
> To join or leave this LISTSERV list, please visit the list's
web
> interface at: [18]http://listserv.muohio.edu/archives/ateg.html
and select
> "Join or leave the list"
>
> Visit ATEG's web site at [19]http://ateg.org/
>
> To join or leave this LISTSERV list, please visit the list's
web
> interface at:
> [20]http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
>
> Visit ATEG's web site at [21]http://ateg.org/
>
> To join or leave this LISTSERV list, please visit the list's
web
> interface at:
> [22]http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
>
> Visit ATEG's web site at [23]http://ateg.org/
>
--
[24][log in to unmask]
To join or leave this LISTSERV list, please visit the list's web
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Visit ATEG's web site at [26]http://ateg.org/
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References
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2. mailto:[log in to unmask]
3. mailto:[log in to unmask]
4. mailto:[log in to unmask]
5. mailto:[log in to unmask]
6. mailto:[log in to unmask]
7. mailto:[log in to unmask]
8. mailto:[log in to unmask]
9. mailto:[log in to unmask]
10. mailto:[log in to unmask]
11. mailto:[log in to unmask]
12. mailto:[log in to unmask]
13. mailto:[log in to unmask]
14. http://listserv.muohio.edu/archives/ateg.html
15. http://ateg.org/
16. http://listserv.muohio.edu/archives/ateg.html
17. http://ateg.org/
18. http://listserv.muohio.edu/archives/ateg.html
19. http://ateg.org/
20. http://listserv.muohio.edu/archives/ateg.html
21. http://ateg.org/
22. http://listserv.muohio.edu/archives/ateg.html
23. http://ateg.org/
24. mailto:[log in to unmask]
25. http://listserv.muohio.edu/archives/ateg.html
26. http://ateg.org/
--
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--_----------=_1311199365208101
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Date: Wed, 20 Jul 2011 18:02:45 -0400
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I didn't mean to imply that grammarians must be prescriptivists.
I was referring to Brad's dichotomy:
> They [linguists] look
> at what divides us (descriptive grammar), while grammarians
look for what
> joins us together (prescriptive grammar).
Mark
"The whole theory of modern education is radically unsound.
Fortunately, in England at any rate, education has no effect
whastoever."
- Lady Bracknell in "The Importance of Being
Earnest"
I'm not sure why nobody has said
this on this thread yet, but not all grammarians are prescriptivists.
Paul D.
"If this were play'd upon a stage now, I could condemn it as an
improbable fiction" (_Twelfth Night_ 3.4.127-128).
From: M C Johnstone
<[log in to unmask]>
To:
[log in to unmask]
Sent: Wed, July 20, 2011
8:58:13 AM
Subject: Re: How to deal
with a crackpot
Larry,
I agree with you about dual
sympathies and think that the ATEG list is
enriched by a variety of
opinion. I understand what Brad is saying below
in All Gaul although I'm
not sure what a group of prescriptivist
grammarians would have do
to, other than prescribing, and I've heard
much more than anyone ever
should hear about the past perfect.
If I had my druthers,
I'd go with the linguists and their "arcane
tangents," but it
needn't come to that. Brad can easily start a
prescriptive grammar list
and invite participants. I have seen this done
on other lists in response
to similar complaints.
Mark
On Mon, 18 Jul 2011 13:08
-0500, "Larry Beason" < [log in to unmask]>
wrote:
> I'd suggest we not
split the list, esp since I think a number of us
> identify with both
grammarians and linguists. Setting aside a portion of
> the list is in effect
creating a new list within a list, and there are
> practical
problems. For instance, as the overall ATEG list grows and
> changes, will newcomers
know there are essentially two lists? How often
> does the list manager
have to update and revise these sub-lists? I think
> it's a bit much to
ask list managers to keep up with such matters. I
> might be missing
something, but it seems to me it would be overreacting
> to some minor
disputes.
>
> If someone wants to
create a non-ATEG list devoted to grammar and
>
linguistics--fine. I think a number of us would want to join that
one
> also. But I for
one see no reason to encourage creating various
> sub-groups that have
far more in common than they have differences.
>
> I've spend most of
my career in the shadow of a split between literature
> and
composition/rhetoric faculty (if not a split between composition and
> rhetoric, for
heaven's sake), and it seems to me the splitting of this
> list into grammarians
vs linguists is not productive to either good
> discussions of language
or to our scholarly and teaching community. I've
> grown tired of such
false dichotomies, and I suspect I'm not alone.
>
> Larry
>
>
____________________________
> Larry Beason, Associate
Professor
> Director of
Composition
> University of South
Alabama
> Mobile, AL
36688-0002
> Office: 251-460-7861
> FAX: 251-461-1517
>
>
> >>>
"Dixon, Jack" < [log in to unmask]>
7/18/2011 12:42 PM >>>
> Excellent
suggestion. Grammarians, communicate directly with the list
> manager.
>
> From: Assembly for the
Teaching of English Grammar
> [mailto: [log in to unmask]] On
Behalf Of Craig Hancock
> Sent: Monday, July 18,
2011 11:47 AM
> To: [log in to unmask]
> Subject: Re: How to
deal with a crackpot
>
> If I am
not mistaken, it is possible to direct messages directly to
> the keeper
of the list. If there are grammarians among us who would
> like to
see the list (or a portion of the list) set aside for
>
grammarians only (as Brad would define it), without commentary from
> linguists,
then perhaps they should communicate that directly to the
> list
manager. If there are a large number among us who feel that way,
> then the
list manager could let that be known, and we could take the
> suggestion
seriously. If not, then let's continue as we have in the
> past.
>
> Craig
>
>
>
> On 7/18/2011 12:39 PM,
Carole Hurlbut wrote:
> I would appreciate
discussions to be respectful and positive. I delete
> some emails and may
need to use a filter or block. Thanks to members who
> make positive choices
in their responses. I appreciate it.
>
> Carole
>
> From: Brad
Johnston<mailto: [log in to unmask]>
> Sent: Monday, July 18,
2011 11:05 AM
> To: [log in to unmask]<mailt
o: [log in to unmask]>
> Subject: Re: How to
deal with a crackpot
>
> Note this, Geoffrey.
See what I mean? There's nothing "crackpot" about
> "All Gaul is
divided".
>
> Bully the chickens and
they won't reply. They just won't. No one likes to
> be bullied as Dick Veit
likes to [try to] bully me.
>
> (I changed email
addresses because Internet Explorer is having problems
> that effect my old
address. I now use Google Chrome and a new Yahoo
> address. Nothing
evil or devious about it.)
>
> "exactly what he
wants", b.t.w, is very clearly, and reasonably, stated
> in All Gaul is divided.
Maybe, just maybe, the chickens don't want you in
> their hen house, Dick.
If you ever ask them what they want, ask them if
> they want me in their
hen house. If they (grammarians) don't, I will
> withdraw with
considerably more good grace that you exhibit below.
>
> .brad.18july11.
>
>
________________________________
> From: Dick Veit < [log in to unmask]><mailto: [log in to unmask]>
> To: [log in to unmask]<mailt
o: [log in to unmask]>
> Sent: Monday, July 18,
2011 11:28 AM
> Subject: How to deal
with a crackpot
> Why am I again getting
mail from our resident crackpot, when I put a
> filter on my email
account to block his messages?
>
> Answers:
> 1. He changed his email
address (so I will now block the new one too).
> 2. Non-crackpots keep
responding to his mail. At long last, can't people
> realize that it is
exactly what he wants? Just stop responding to him, no
> matter what crazy
things he says to provoke you.
>
> ~~~~~
>
> Date: Sun,
17 Jul 2011 06:35:31 -0700
> From: Brad
Johnston
> < [log in to unmask]><mailto:
[log in to unmask]>
> Subject: All Gaul is
divided
> Regarding the possible
division of the two main parts of ATEG, which I
> hope will be considered
at the annual meeting, it seems to me that the
> goal of grammar is that
we all might be on the same page, literally and
> figuratively, so that
we might be better able to understand one another.
>
> Understanding one
another doesn't depend on where words and conventions
> came from as much as
what they mean. Linguists look at what people
> actually say and write,
(and said and wrote), whereas grammarians try to
> agree on what makes
sense to most of us most of the time. Linguists have
> different training,
different interests, and different goals. They look
> at what divides us
(descriptive grammar), while grammarians look for what
> joins us together
(prescriptive grammar).
>
> When the linguists, who
dominate the ATEG listserv, go off on one of
> their arcane tangents,
the grammarians politely say to the linguists,
> "that's
interesting", but it's rather like a corn farmer saying
"that's
> interesting" to a
cattle rancher who describes the particulars of raising
> Holsteins. What
interests the linguists IS interesting, it just isn't
> what makes the grammar
world go around.
>
> The demonstrable result
is that the linguists tend to carry on their
> exotic discussions on
this listserv and the grammarians tend to lurk in
> the shadows. I propose
to you that there should be a way to better serve
> the grammarians, of
whom there are thousands in this country, and who
> each have questions
about the day-to-day of teaching grammar.
>
> The grammarians can go
somewhere else, of course, and maybe they do, but
> since ATEG is the
Assembly for the Teaching of English Grammar, why is it
> not appropriate that
ATEG concern itself with English Grammar and let the
> linguists go elsewhere
and ponder, in a different venue, those things
> that interest them?
>
> br-had.sun.17july11.
> .
>
> To join or leave this
LISTSERV list, please visit the list's web
> interface at: http://listserv.muohio.edu/archives/ateg.html and
select
> "Join or leave the
list"
>
> Visit ATEG's web
site at http://ateg.org/
> To join or leave this
LISTSERV list, please visit the list's web
> interface at: http://listserv.muohio.edu/archives/ateg.html and
select
> "Join or leave the
list"
>
> Visit ATEG's web
site at http://ateg.org/
>
> To join or leave this
LISTSERV list, please visit the list's web
> interface at: http://listserv.muohio.edu/archives/ateg.html and
select
> "Join or leave the
list"
>
> Visit ATEG's web
site at http://ateg.org/
>
> To join or leave this
LISTSERV list, please visit the list's web
> interface at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join
or leave the list"
>
> Visit ATEG's web
site at http://ateg.org/
>
> To join or leave this
LISTSERV list, please visit the list's web
> interface at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join
or leave the list"
>
> Visit ATEG's web
site at http://ateg.org/
>
--
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LISTSERV list, please visit the list's web interface at:
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Visit ATEG's web site at
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------------------------------
End of ATEG Digest - 19 Jul 2011 to 20 Jul 2011 (#2011-132)
***********************************************************
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========================================================================Date: Fri, 26 Aug 2011 10:19:07 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Kathleen Bethell <[log in to unmask]>
Subject: Re: Membership in ATEG
In-Reply-To: <[log in to unmask]>
Content-Type: multipart/alternative;
boundary="_000_E9F716C6ECE8574F8EEC8E775074E9FB037DCE13D6MBX4ivytechlo_"
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--_000_E9F716C6ECE8574F8EEC8E775074E9FB037DCE13D6MBX4ivytechlo_
Content-Type: text/plain; charset="us-ascii"
Content-Transfer-Encoding: quoted-printable
I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?
Kathi
Kathleen Bethell
Assistant Professor
Liberal Arts, English
Ivy Tech Community College
200 Daniels Way
Bloomington, IN 47404
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Amy Benjamin
Sent: Saturday, August 20, 2011 10:33 AM
To: [log in to unmask]
Subject: Membership in ATEG
As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.
See www.ateg.org for details, which are, we are happy to report, now accurate!
Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.
So keep those cards and letters coming!
Amy Benjamin
ATEG co-president
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at:
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I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status? Kathi Kathleen Bethell Assistant Professor Liberal Arts, English Ivy Tech Community College 200 Daniels Way Bloomington, IN 47404 From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Amy Benjamin Sent: Saturday, August 20, 2011 10:33 AM To: [log in to unmask] Subject: Membership in ATEG As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially. See www.ateg.org for details, which are, we are happy to report, now accurate! Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room. So keep those cards and letters coming! To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
--_000_E9F716C6ECE8574F8EEC8E775074E9FB037DCE13D6MBX4ivytechlo_--
========================================================================Date: Fri, 26 Aug 2011 09:34:58 -0500
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: John Dews-Alexander <[log in to unmask]>
Subject: Re: Membership in ATEG
In-Reply-To: <[log in to unmask]>
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We are working on a way to allow ATEG members to electronically access their
ATEG profile, pay dues, check their status, update their address, etc. In
the meantime, the best way to check on membership details is to communicate
directly with president Amy Benjamin.
PLEASE NOTE: I gave Amy Benjamin's OLD email address in my last post. The
correct address should be [log in to unmask]
Thanks!
John
On Fri, Aug 26, 2011 at 9:19 AM, Kathleen Bethell <[log in to unmask]>wrote:
> I never received acknowledgement when I joined, so I am not sure if I am
> even on the rolls, yet. Is there some way I can check to find out my
> membership status?****
>
> ** **
>
> Kathi****
>
> ** **
>
> Kathleen Bethell****
>
> Assistant Professor****
>
> Liberal Arts, English****
>
> Ivy Tech Community College****
>
> 200 Daniels Way****
>
> Bloomington, IN 47404****
>
> ** **
>
> *From:* Assembly for the Teaching of English Grammar [mailto:
> [log in to unmask]] *On Behalf Of *Amy Benjamin
> *Sent:* Saturday, August 20, 2011 10:33 AM
>
> *To:* [log in to unmask]
> *Subject:* Membership in ATEG****
>
> ** **
>
> As you know, our hot new ATEG Journals are stacked and stampled in our
> mailroom (aka my basement) ready to go out to ATEG members. As we now do
> have a better system of keeping track of, acknowledging, and servicing ATEG
> members, please consider joining officially. ****
>
> ****
>
> See www.ateg.org for details, which are, we are happy to report, now
> accurate!****
>
> ****
>
> Membership in ATEG allows you to receive the Journal, published twice
> yearly, and to keep ATEG as a (nagging) voice to our parent organization,
> NCTE. We maintain this listserv, our website, and are allowed to host a
> session at the NCTE annual conference. We also host an annual conference,
> gathering together all of the educators in the English-speaking,
> non-English-speaking, and non-speaking world, and non-world who are
> interested in the teaching of grammar. Thankfully, all of these people can
> fit easily into one room. ****
>
> ****
>
> So keep those cards and letters coming!****
>
> Amy Benjamin****
>
> ATEG co-president****
>
> To join or leave this LISTSERV list, please visit the list's web interface
> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
> leave the list" ****
>
> Visit ATEG's web site at http://ateg.org/****
> To join or leave this LISTSERV list, please visit the list's web
> interface at: http://listserv.muohio.edu/archives/ateg.html and select
> "Join or leave the list"
>
> Visit ATEG's web site at http://ateg.org/
>
To join or leave this LISTSERV list, please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
--90e6ba6e89da50de3f04ab6974b3
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We are working on a way to allow ATEG members to electronically access their ATEG profile, pay dues, check their status, update their address, etc. In the meantime, the best way to check on membership details is to communicate directly with president Amy Benjamin.
PLEASE NOTE: I gave Amy Benjamin's OLD email address in my last post. The correct address should be [log in to unmask].
Thanks!
John
On Fri, Aug 26, 2011 at 9:19 AM, Kathleen Bethell <[log in to unmask]> wrote:
I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?
Kathi
Kathleen Bethell
Assistant Professor Liberal Arts, English
Ivy Tech Community College 200 Daniels Way
Bloomington, IN 47404
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Amy Benjamin
Sent: Saturday, August 20, 2011 10:33 AM Subject: Membership in ATEG
As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.
See www.ateg.org for details, which are, we are happy to report, now accurate!
Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.
So keep those cards and letters coming!
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
--90e6ba6e89da50de3f04ab6974b3--
========================================================================Date: Fri, 26 Aug 2011 09:38:45 -0500
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Geoffrey Layton <[log in to unmask]>
Subject: Re: Membership in ATEG
In-Reply-To: <[log in to unmask]>
Content-Type: multipart/alternative;
boundary="_b71f04d2-1790-4218-80fb-53d204e1cb0d_"
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Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]
Geoff Layton
Date: Fri, 26 Aug 2011 10:19:07 -0400
From: [log in to unmask]
Subject: Re: Membership in ATEG
To: [log in to unmask]
I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status? Kathi Kathleen BethellAssistant ProfessorLiberal Arts, EnglishIvy Tech Community College200 Daniels WayBloomington, IN 47404 From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Amy Benjamin
Sent: Saturday, August 20, 2011 10:33 AM
To: [log in to unmask]
Subject: Membership in ATEG As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially. See www.ateg.org for details, which are, we are happy to report, now accurate! Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room. So keep those cards and letters coming!Amy BenjaminATEG co-presidentTo join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/To join or leave this LISTSERV list, please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
--_b71f04d2-1790-4218-80fb-53d204e1cb0d_
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Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]. Geoff Layton
Date: Fri, 26 Aug 2011 10:19:07 -0400 From: [log in to unmask]Subject: Re: Membership in ATEG To: [log in to unmask]
I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status? Kathi Kathleen Bethell Assistant Professor Liberal Arts, English Ivy Tech Community College 200 Daniels Way Bloomington, IN 47404 From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Amy Benjamin Sent: Saturday, August 20, 2011 10:33 AM To: [log in to unmask] Subject: Membership in ATEG As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially. See www.ateg.org for details, which are, we are happy to report, now accurate! Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room. So keep those cards and letters coming! To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/To join or leave this LISTSERV list, please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
--_b71f04d2-1790-4218-80fb-53d204e1cb0d_--
========================================================================Date: Fri, 26 Aug 2011 12:16:31 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Kathleen Bethell <[log in to unmask]>
Subject: Re: Membership in ATEG
In-Reply-To: <[log in to unmask]>
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Thank you, Geoff - Amy already got in touch. ATEG folks are wonderful!
Kathi
P.S. I don't know why the cc didn't work; the address is correct.
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Friday, August 26, 2011 10:39 AM
To: [log in to unmask]
Subject: Re: Membership in ATEG
Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask].
Geoff Layton
________________________________
Date: Fri, 26 Aug 2011 10:19:07 -0400
From: [log in to unmask]
Subject: Re: Membership in ATEG
To: [log in to unmask]
I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?
Kathi
Kathleen Bethell
Assistant Professor
Liberal Arts, English
Ivy Tech Community College
200 Daniels Way
Bloomington, IN 47404
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Amy Benjamin
Sent: Saturday, August 20, 2011 10:33 AM
To: [log in to unmask]
Subject: Membership in ATEG
As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.
See www.ateg.org for details, which are, we are happy to report, now accurate!
Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.
So keep those cards and letters coming!
Amy Benjamin
ATEG co-president
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
--_000_E9F716C6ECE8574F8EEC8E775074E9FB037DCE14F9MBX4ivytechlo_
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Thank you, Geoff – Amy already got in touch. ATEG folks are wonderful! Kathi P.S. I don’t know why the cc didn’t work; the address is correct. From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Friday, August 26, 2011 10:39 AM To: [log in to unmask] Subject: Re: Membership in ATEG Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask].
Geoff Layton
Date: Fri, 26 Aug 2011 10:19:07 -0400 From: [log in to unmask] Subject: Re: Membership in ATEG To: [log in to unmask] I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status? Kathi Kathleen Bethell Assistant Professor Liberal Arts, English Ivy Tech Community College 200 Daniels Way Bloomington, IN 47404 From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Amy Benjamin Sent: Saturday, August 20, 2011 10:33 AM To: [log in to unmask] Subject: Membership in ATEG As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially. See www.ateg.org for details, which are, we are happy to report, now accurate! Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room. So keep those cards and letters coming! To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
--_000_E9F716C6ECE8574F8EEC8E775074E9FB037DCE14F9MBX4ivytechlo_--
========================================================================Date: Fri, 26 Aug 2011 16:20:27 -0700
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Carol Morrison <[log in to unmask]>
Subject: Grammar Question
In-Reply-To: <[log in to unmask]>
MIME-Version: 1.0
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A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here?
Thanks!
Carol
--- On Fri, 8/26/11, Kathleen Bethell <[log in to unmask]> wrote:
From: Kathleen Bethell <[log in to unmask]>
Subject: Re: Membership in ATEG
To: [log in to unmask]
Date: Friday, August 26, 2011, 12:16 PM
Thank you, Geoff â Amy already got in touch. ATEG folks are wonderful!
Â
Kathi
P.S. I donât know why the cc didnât work; the address is correct.
Â
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Friday, August 26, 2011 10:39 AM
To: [log in to unmask]
Subject: Re: Membership in ATEG
Â
Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]
Geoff Layton
Â
Date: Fri, 26 Aug 2011 10:19:07 -0400
From: [log in to unmask]
Subject: Re: Membership in ATEG
To: [log in to unmask]
I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?
Â
Kathi
Â
Kathleen Bethell
Assistant Professor
Liberal Arts, English
Ivy Tech Community College
200 Daniels Way
Bloomington, IN 47404
Â
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Amy Benjamin
Sent: Saturday, August 20, 2011 10:33 AM
To: [log in to unmask]
Subject: Membership in ATEG
Â
As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.
Â
See www.ateg.org for details, which are, we are happy to report, now accurate!
Â
Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.
Â
So keep those cards and letters coming!
Amy Benjamin
ATEG co-president
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
--0-1557076334-1314400827=:99067
Content-Type: text/html; charset=utf-8
Content-Transfer-Encoding: quoted-printable
A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here?
Thanks!
From: Kathleen Bethell <[log in to unmask]> Subject: Re: Membership in ATEG To: [log in to unmask] Date: Friday, August 26, 2011, 12:16 PM
Thank you, Geoff â Amy already got in touch. ATEG folks are wonderful!
Kathi
P.S. I donât know why the cc didnât work; the address is correct.
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Friday, August 26, 2011 10:39 AM To: [log in to unmask] Subject: Re: Membership in ATEG
Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask].
Geoff Layton
I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?
Kathi
Assistant Professor
Liberal Arts, English
Ivy Tech Community College
200 Daniels Way
Bloomington, IN 47404
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Amy Benjamin Sent: Saturday, August 20, 2011 10:33 AM To: [log in to unmask] Subject: Membership in ATEG
As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.
See www.ateg.org for details, which are, we are happy to report, now accurate!
Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.
So keep those cards and letters coming!
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
|
To join or leave this LISTSERV list, please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
--0-1557076334-1314400827=:99067--
========================================================================Date: Sat, 27 Aug 2011 08:52:09 +0900
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: =?UTF-8?B?6auY5qSF576O5rSl5a2Q?= <[log in to unmask]>
Subject: Re: Grammar Question
In-Reply-To: <[log in to unmask]>
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Carol Morrison Żĉ¸:
> A friend just asked me which is correct: "a historic hurricane" or "an
> historic hurricane"? Can someone help me out here?
> Thanks!
> Carol
>
a historic hurricane is correct, because "historic" does not begin with
a vowel sound.
M.T.
To join or leave this LISTSERV list, please visit the list's web interface at:
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========================================================================Date: Fri, 26 Aug 2011 20:07:35 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
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From: Brad Layton <[log in to unmask]>
Subject: Re: Grammar Question
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Carol, either is "correct." It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h". I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) .
-----Original Message-----
From: Carol Morrison <[log in to unmask]>
To: ATEG <[log in to unmask]>
Sent: Fri, Aug 26, 2011 6:41 pm
Subject: Grammar Question
A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here?
Thanks!
Carol
--- On Fri, 8/26/11, Kathleen Bethell <[log in to unmask]> wrote:
From: Kathleen Bethell <[log in to unmask]>
Subject: Re: Membership in ATEG
To: [log in to unmask]
Date: Friday, August 26, 2011, 12:16 PM
Thank you, Geoff â Amy already got in touch. ATEG folks are wonderful!
Kathi
P.S. I donât know why the cc didnât work; the address is correct.
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Friday, August 26, 2011 10:39 AM
To: [log in to unmask]
Subject: Re: Membership in ATEG
Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]
Geoff Layton
Date: Fri, 26 Aug 2011 10:19:07 -0400
From: [log in to unmask]
Subject: Re: Membership in ATEG
To: [log in to unmask]
I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?
Kathi
Kathleen Bethell
Assistant Professor
Liberal Arts, English
Ivy Tech Community College
200 Daniels Way
Bloomington, IN 47404
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Amy Benjamin
Sent: Saturday, August 20, 2011 10:33 AM
To: [log in to unmask]
Subject: Membership in ATEG
As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.
See www.ateg.org for details, which are, we are happy to report, now accurate!
Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.
So keep those cards and letters coming!
Amy Benjamin
ATEG co-president
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.htmland select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at:
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Carol, either is "correct." It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h". I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) .
-----Original Message-----
From: Carol Morrison < [log in to unmask]>
To: ATEG < [log in to unmask]>
Sent: Fri, Aug 26, 2011 6:41 pm
Subject: Grammar Question
A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here?
Thanks!
From: Kathleen Bethell <[log in to unmask]>
Subject: Re: Membership in ATEG
To: [log in to unmask]
Date: Friday, August 26, 2011, 12:16 PM
Thank you, Geoff â Amy already got in touch. ATEG folks are wonderful!
Kathi
P.S. I donât know why the cc didnât work; the address is correct.
Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]" rel="nofollow">[log in to unmask].
Geoff Layton
I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?
Kathi
Assistant Professor
Liberal Arts, English
Ivy Tech Community College
200 Daniels Way
Bloomington, IN 47404
As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.
See www.ateg.org for details, which are, we are happy to report, now accurate!
Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.
So keep those cards and letters coming!
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
|
To join or leave this LISTSERV list, please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
To join or leave this LISTSERV list, please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
----------MB_8CE326475423FF3_58C_1CBAF_webmail-d030.sysops.aol.com--
========================================================================Date: Fri, 26 Aug 2011 19:16:27 -0500
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: John Dews-Alexander <[log in to unmask]>
Subject: Re: Grammar Question
In-Reply-To: <[log in to unmask]>
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M. T. is correct.
I certainly don't endorse *everything* Grammar Girl says, but she often
breaks things down in an easy-to-understand way. Her overview of "a vs. an"
is here:
http://grammar.quickanddirtytips.com/a-versus-an.aspx
John
2011/8/26 $B9b0XH~DE;R(B <[log in to unmask]>
> Carol Morrison $B$5$s$O=q$-$^$7$?(B:
>
> A friend just asked me which is correct: "a historic hurricane" or "an
>> historic hurricane"? Can someone help me out here?
>> Thanks!
>> Carol
>>
>> a historic hurricane is correct, because "historic" does not begin with a
> vowel sound.
>
> M.T.
>
>
> To join or leave this LISTSERV list, please visit the list's web interface
> at:
> http://listserv.muohio.edu/**archives/ateg.html
> and select "Join or leave the list"
>
> Visit ATEG's web site at http://ateg.org/
>
To join or leave this LISTSERV list, please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
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========================================================================Date: Fri, 26 Aug 2011 17:21:38 -0700
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Carol Morrison <[log in to unmask]>
Subject: Re: Grammar Question
In-Reply-To: <[log in to unmask]>
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Thank you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h".
Carol
--- On Fri, 8/26/11, Brad Layton <[log in to unmask]> wrote:
From: Brad Layton <[log in to unmask]>
Subject: Re: Grammar Question
To: [log in to unmask]
Date: Friday, August 26, 2011, 8:07 PM
Carol, either is "correct." It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h". I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) .
-----Original Message-----
From: Carol Morrison <[log in to unmask]>
To: ATEG <[log in to unmask]>
Sent: Fri, Aug 26, 2011 6:41 pm
Subject: Grammar Question
A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here?
Thanks!
Carol
--- On Fri, 8/26/11, Kathleen Bethell <[log in to unmask]> wrote:
From: Kathleen Bethell <[log in to unmask]>
Subject: Re: Membership in ATEG
To: [log in to unmask]
Date: Friday, August 26, 2011, 12:16 PM
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Thank you, Geoff â Amy already got in touch. ATEG folks are wonderful!
Â
Kathi
P.S. I donât know why the cc didnât work; the address is correct.
Â
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Friday, August 26, 2011 10:39 AM
To: [log in to unmask]
Subject: Re: Membership in ATEG
Â
Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]
Geoff Layton
Â
Date: Fri, 26 Aug 2011 10:19:07 -0400
From: [log in to unmask]
Subject: Re: Membership in ATEG
To: [log in to unmask]
I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?
Â
Kathi
Â
Kathleen Bethell
Assistant Professor
Liberal Arts, English
Ivy Tech Community College
200 Daniels Way
Bloomington, IN 47404
Â
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Amy Benjamin
Sent: Saturday, August 20, 2011 10:33 AM
To: [log in to unmask]
Subject: Membership in ATEG
Â
As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.
Â
See www.ateg.org for details, which are, we are happy to report, now accurate!
Â
Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.
Â
So keep those cards and letters coming!
Amy Benjamin
ATEG co-president
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/
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Thank you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h".
From: Brad Layton <[log in to unmask]> Subject: Re: Grammar Question To: [log in to unmask] Date: Friday, August 26, 2011, 8:07 PM
Carol, either is "correct." It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h". I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) .
-----Original Message----- From: Carol Morrison < [log in to unmask]> To: ATEG < [log in to unmask]> Sent: Fri, Aug 26, 2011 6:41 pm Subject: Grammar Question
A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here?
Thanks!
From: Kathleen Bethell <[log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]> Subject: Re: Membership in ATEG To: [log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask] Date: Friday, August 26, 2011, 12:16 PM
Thank you, Geoff â Amy already got in touch. ATEG folks are wonderful!
Kathi
P.S. I donât know why the cc didnât work; the address is correct.
From: Assembly for the Teaching of English Grammar [[log in to unmask]&" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Friday, August 26, 2011 10:39 AM To: [log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask] Subject: Re: Membership in
ATEG
Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]" rel=nofollow target=_blank>[log in to unmask].
Geoff Layton
I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?
Kathi
Assistant Professor
Liberal Arts, English
Ivy Tech Community College
200 Daniels Way
Bloomington, IN 47404
From: Assembly for the Teaching of English Grammar [[log in to unmask]&" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">mailto:[log in to unmask]] On Behalf Of Amy Benjamin Sent: Saturday, August 20, 2011 10:33 AM To: [log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask] Subject: Membership in
ATEG
As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.
See www.ateg.org for details, which are, we are happy to report, now accurate!
Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.
So keep those cards and letters coming!
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
| To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
|
To join or leave this LISTSERV list, please visit the list's web interface at:
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--0-1806326292-1314404498=:31898--
========================================================================Date: Fri, 26 Aug 2011 22:37:24 -0500
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Geoffrey Layton <[log in to unmask]>
Subject: Re: Grammar Question
In-Reply-To: <[log in to unmask]>
Content-Type: multipart/alternative;
boundary="_20447307-f151-497d-a39f-5f9bd848c272_"
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Content-Transfer-Encoding: quoted-printable
Let's not dismiss this one so easily. In spite of what Grammar Girl says, does anyone honestly find that saying "a historic hurricane" out loud actually sound better than "an historic hurricane"? Only if the emphasis is on the indefinite article does "a historic" sound ok (it still sounds wrong to me even though I know it's right). However, if (as I would argue every native speaker does automatically), the sound of the article is naturally elided with the "h," tonally forming one word "anistoric," then "an historic hurricane" is the proper choice - both orally and in writing. And why would the emphasis be placed on an indefinite article anyway? If we were talking about "the historic hurricane," then it makes some sense to emphasize "the," separating tonally the two words. The next reason to savor this problem a bit more is that it is not a grammar problem at all, but one of usage. So the question becomes (even if we agree that "a historic" is "right") which "errors" of usage are worth fighting over? My feeling is that this judgment should be based on meaning - does the "error" affect the meaning? So this one ("an historic") fails to meet just about any criteria that calls for correction. In fact, correcting this "error" may even reach the level of "hyper-correctness" where being "right" sounds wrong to everybody else except us schoolmarms (and, as mentioned earlier, it even sounds wrong to this schoolmarm), so that not only does "an historic" not affect the meaning negatively, it actually enhances the meaning if it enhances the ability of all of but a select audience to focus on what is being said rather than how it is being said.
Geoff Layton
Date: Fri, 26 Aug 2011 17:21:38 -0700
From: [log in to unmask]
Subject: Re: Grammar Question
To: [log in to unmask]
Thank you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h".
Carol
--- On Fri, 8/26/11, Brad Layton <[log in to unmask]> wrote:
From: Brad Layton <[log in to unmask]>
Subject: Re: Grammar Question
To: [log in to unmask]
Date: Friday, August 26, 2011, 8:07 PM
Carol, either is "correct." It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h". I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) .
-----Original Message-----
From: Carol Morrison <[log in to unmask]>
To: ATEG <[log in to unmask]>
Sent: Fri, Aug 26, 2011 6:41 pm
Subject: Grammar Question
A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here?
Thanks!
Carol
--- On Fri, 8/26/11, Kathleen Bethell <[log in to unmask]> wrote:
From: Kathleen Bethell <[log in to unmask]>
Subject: Re: Membership in ATEG
To: [log in to unmask]
Date: Friday, August 26, 2011, 12:16 PM
Thank you, Geoff Amy already got in touch. ATEG folks are wonderful!
Kathi
P.S. I dont know why the cc didnt work; the address is correct.
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Friday, August 26, 2011 10:39 AM
To: [log in to unmask]
Subject: Re: Membership in
ATEG
Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]
Geoff Layton
Date: Fri, 26 Aug 2011 10:19:07 -0400
From: [log in to unmask]
Subject: Re: Membership in ATEG
To: [log in to unmask]
I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?
Kathi
Kathleen Bethell
Assistant Professor
Liberal Arts, English
Ivy Tech Community College
200 Daniels Way
Bloomington, IN 47404
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Amy Benjamin
Sent: Saturday, August 20, 2011 10:33 AM
To: [log in to unmask]
Subject: Membership in
ATEG
As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.
See www.ateg.org for details, which are, we are happy to report, now accurate!
Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.
So keep those cards and letters coming!
Amy Benjamin
ATEG co-president
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
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--_20447307-f151-497d-a39f-5f9bd848c272_
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Let's not dismiss this one so easily. In spite of what Grammar Girl says, does anyone honestly find that saying "a historic hurricane" out loud actually sound better than "an historic hurricane"? Only if the emphasis is on the indefinite article does "a historic" sound ok (it still sounds wrong to me even though I know it's right). However, if (as I would argue every native speaker does automatically), the sound of the article is naturally elided with the "h," tonally forming one word "anistoric," then "an historic hurricane" is the proper choice - both orally and in writing. And why would the emphasis be placed on an indefinite article anyway? If we were talking about "the historic hurricane," then it makes some sense to emphasize "the," separating tonally the two words. The next reason to savor this problem a bit more is that it is not a grammar problem at all, but one of usage. So the question becomes (even if we agree that "a historic" is "right") which "errors" of usage are worth fighting over? My feeling is that this judgment should be based on meaning - does the "error" affect the meaning? So this one ("an historic") fails to meet just about any criteria that calls for correction. In fact, correcting this "error" may even reach the level of "hyper-correctness" where being "right" sounds wrong to everybody else except us schoolmarms (and, as mentioned earlier, it even sounds wrong to this schoolmarm), so that not only does "an historic" not affect the meaning negatively, it actually enhances the meaning if it enhances the ability of all of but a select audience to focus on what is being said rather than how it is being said. Geoff Layton
Date: Fri, 26 Aug 2011 17:21:38 -0700 From: [log in to unmask]Subject: Re: Grammar Question To: [log in to unmask]Thank you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h".
From: Brad Layton <[log in to unmask]> Subject: Re: Grammar Question To: [log in to unmask] Date: Friday, August 26, 2011, 8:07 PM
Carol, either is "correct." It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h". I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) .
-----Original Message----- From: Carol Morrison < [log in to unmask]> To: ATEG < [log in to unmask]> Sent: Fri, Aug 26, 2011 6:41 pm Subject: Grammar Question
A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here?
Thanks!
From: Kathleen Bethell <[log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]> Subject: Re: Membership in ATEG To: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask] Date: Friday, August 26, 2011, 12:16 PM
Thank you, Geoff Amy already got in touch. ATEG folks are wonderful!
Kathi
P.S. I dont know why the cc didnt work; the address is correct.
From: Assembly for the Teaching of English Grammar [[log in to unmask]&" rel="nofollow" target="_blank">mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Friday, August 26, 2011 10:39 AM To: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask] Subject: Re: Membership in
ATEG
Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask].
Geoff Layton
I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?
Kathi
Assistant Professor
Liberal Arts, English
Ivy Tech Community College
200 Daniels Way
Bloomington, IN 47404
From: Assembly for the Teaching of English Grammar [[log in to unmask]&" rel="nofollow" target="_blank">mailto:[log in to unmask]] On Behalf Of Amy Benjamin Sent: Saturday, August 20, 2011 10:33 AM To: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask] Subject: Membership in
ATEG
As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.
See www.ateg.org for details, which are, we are happy to report, now accurate!
Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.
So keep those cards and letters coming!
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
| To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
|
To join or leave this LISTSERV list, please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at:
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and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
--_20447307-f151-497d-a39f-5f9bd848c272_--
========================================================================Date: Sat, 27 Aug 2011 11:33:00 -0500
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: John Dews-Alexander <[log in to unmask]>
Subject: Re: Grammar Question
In-Reply-To: <[log in to unmask]>
MIME-Version: 1.0
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Content-Type: text/plain; charset=windows-1252
Content-Transfer-Encoding: quoted-printable
I certainly agree with you when it comes to usage and the folly of pressing
an "error" issue here, but I don't necessarily think "an historic hurricane"
sounds more grammatical than "a historic hurricane." I'm going purely off of
my instinct as a native speaker of English; perhaps there is a
regional/dialectal aspect concerning the degree to which one pronounces the
"h."
"An historic hurricane" doesn't sound ungrammatical to me, just odd. I see
what you're saying about the eliding that can take place, but it rings in my
ear as something done by people "not from around here."
I'll keep my ears open and listen for local usage. Maybe I'm off base on
this.
John
On Fri, Aug 26, 2011 at 10:37 PM, Geoffrey Layton <[log in to unmask]>wrote:
> Let's not dismiss this one so easily.
>
> In spite of what Grammar Girl says, does anyone honestly find that saying
> "a historic hurricane" out loud actually sound better than "an historic
> hurricane"? Only if the emphasis is on the indefinite article does "a
> historic" sound ok (it still sounds wrong to me even though I know it's
> right). However, if (as I would argue every native speaker does
> automatically), the sound of the article is naturally elided with the "h,"
> tonally forming one word "anistoric," then "an historic hurricane" is the
> proper choice - both orally and in writing. And why would the emphasis be
> placed on an indefinite article anyway? If we were talking about "the
> historic hurricane," then it makes some sense to emphasize "the," separating
> tonally the two words.
>
> The next reason to savor this problem a bit more is that it is not a
> grammar problem at all, but one of usage. So the question becomes (even if
> we agree that "a historic" is "right") which "errors" of usage are worth
> fighting over? My feeling is that this judgment should be based on meaning -
> does the "error" affect the meaning? So this one ("an historic") fails to
> meet just about any criteria that calls for correction. In fact, correcting
> this "error" may even reach the level of "hyper-correctness" where being
> "right" sounds wrong to everybody else except us schoolmarms (and, as
> mentioned earlier, it even sounds wrong to this schoolmarm), so that not
> only does "an historic" not affect the meaning negatively, it actually
> enhances the meaning if it enhances the ability of all of but a select
> audience to focus on what is being said rather than how it is being said.
>
> Geoff Layton
>
> ------------------------------
> Date: Fri, 26 Aug 2011 17:21:38 -0700
> From: [log in to unmask]
>
> Subject: Re: Grammar Question
> To: [log in to unmask]
>
> Thank you, Brad, M.T., and John for a quick response! I did not know the
> answer because I've heard both "a" and "an" used in front of "historic". I
> guess you would only use "an" if you pronounce "historic" with a silent "h".
> Carol
> --- On *Fri, 8/26/11, Brad Layton <[log in to unmask]>* wrote:
>
>
> From: Brad Layton <[log in to unmask]>
> Subject: Re: Grammar Question
> To: [log in to unmask]
> Date: Friday, August 26, 2011, 8:07 PM
>
> Carol, either is "correct." It simply depends on the idiolect of the
> individual speaking ... specifically, whether that person pronounces the
> "h" or does not pronounce the "h". I am unaware of any prescriptive case
> for the superiority of either that would hold water ... or 100 mph winds,
> for that matter ;) .
>
>
>
> -----Original Message-----
> From: Carol Morrison <[log in to unmask]>
> To: ATEG <[log in to unmask]>
> Sent: Fri, Aug 26, 2011 6:41 pm
> Subject: Grammar Question
>
> A friend just asked me which is correct: "a historic hurricane" or "an
> historic hurricane"? Can someone help me out here?
> Thanks!
> Carol
>
> --- On *Fri, 8/26/11, Kathleen Bethell <[log in to unmask][log in to unmask]>
> >* wrote:
>
>
> From: Kathleen Bethell <[log in to unmask][log in to unmask]>
> >
> Subject: Re: Membership in ATEG
> To: [log in to unmask][log in to unmask]>
> Date: Friday, August 26, 2011, 12:16 PM
>
> Thank you, Geoff Amy already got in touch. ATEG folks are wonderful!
>
> Kathi
> P.S. I dont know why the cc didnt work; the address is correct.
>
> *From:* Assembly for the Teaching of English Grammar [
> mailto:[log in to unmask][log in to unmask]&>]
> *On Behalf Of *Geoffrey Layton
> *Sent:* Friday, August 26, 2011 10:39 AM
> *To:* [log in to unmask][log in to unmask]>
> *Subject:* Re: Membership in ATEG
>
> Kathi - I passed on your question to our president, Amy Benjamin - but I
> tried to copy you on the message and got an undeliverable message for
> [log in to unmask][log in to unmask]>.
>
>
> Geoff Layton
>
> ------------------------------
> Date: Fri, 26 Aug 2011 10:19:07 -0400
> From: [log in to unmask][log in to unmask]>
> Subject: Re: Membership in ATEG
> To: [log in to unmask][log in to unmask]>
> I never received acknowledgement when I joined, so I am not sure if I am
> even on the rolls, yet. Is there some way I can check to find out my
> membership status?
>
> Kathi
>
> Kathleen Bethell
> Assistant Professor
> Liberal Arts, English
> Ivy Tech Community College
> 200 Daniels Way
> Bloomington, IN 47404
>
> *From:* Assembly for the Teaching of English Grammar [
> mailto:[log in to unmask][log in to unmask]&>]
> *On Behalf Of *Amy Benjamin
> *Sent:* Saturday, August 20, 2011 10:33 AM
> *To:* [log in to unmask][log in to unmask]>
> *Subject:* Membership in ATEG
>
> As you know, our hot new ATEG Journals are stacked and stampled in our
> mailroom (aka my basement) ready to go out to ATEG members. As we now do
> have a better system of keeping track of, acknowledging, and servicing ATEG
> members, please consider joining officially.
>
> See www.ateg.org for details, which are, we are happy to report, now
> accurate!
>
> Membership in ATEG allows you to receive the Journal, published twice
> yearly, and to keep ATEG as a (nagging) voice to our parent organization,
> NCTE. We maintain this listserv, our website, and are allowed to host a
> session at the NCTE annual conference. We also host an annual conference,
> gathering together all of the educators in the English-speaking,
> non-English-speaking, and non-speaking world, and non-world who are
> interested in the teaching of grammar. Thankfully, all of these people can
> fit easily into one room.
>
> So keep those cards and letters coming!
> Amy Benjamin
> ATEG co-president
> To join or leave this LISTSERV list, please visit the list's web interface
> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
> leave the list"
> Visit ATEG's web site at http://ateg.org/
> To join or leave this LISTSERV list, please visit the list's web interface
> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
> leave the list" Visit ATEG's web site at http://ateg.org/
> To join or leave this LISTSERV list, please visit the list's web interface
> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
> leave the list"
> Visit ATEG's web site at http://ateg.org/
> To join or leave this LISTSERV list, please visit the list's web interface
> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
> leave the list"
> Visit ATEG's web site at http://ateg.org/
>
> To join or leave this LISTSERV list, please visit the list's web interface
> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
> leave the list"
> Visit ATEG's web site at http://ateg.org/
> To join or leave this LISTSERV list, please visit the list's web interface
> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
> leave the list"
> Visit ATEG's web site at http://ateg.org/
>
> To join or leave this LISTSERV list, please visit the list's web interface
> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
> leave the list" Visit ATEG's web site at http://ateg.org/
> To join or leave this LISTSERV list, please visit the list's web interface
> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
> leave the list"
>
> Visit ATEG's web site at http://ateg.org/
>
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I certainly agree with you when it comes to usage and the folly of pressing an "error" issue here, but I don't necessarily think "an historic hurricane" sounds more grammatical than "a historic hurricane." I'm going purely off of my instinct as a native speaker of English; perhaps there is a regional/dialectal aspect concerning the degree to which one pronounces the "h."
"An historic hurricane" doesn't sound ungrammatical to me, just odd. I see what you're saying about the eliding that can take place, but it rings in my ear as something done by people "not from around here."
I'll keep my ears open and listen for local usage. Maybe I'm off base on this.
John
On Fri, Aug 26, 2011 at 10:37 PM, Geoffrey Layton <[log in to unmask]> wrote:
Let's not dismiss this one so easily. In spite of what Grammar Girl says, does anyone honestly find that saying "a historic hurricane" out loud actually sound better than "an historic hurricane"? Only if the emphasis is on the indefinite article does "a historic" sound ok (it still sounds wrong to me even though I know it's right). However, if (as I would argue every native speaker does automatically), the sound of the article is naturally elided with the "h," tonally forming one word "anistoric," then "an historic hurricane" is the proper choice - both orally and in writing. And why would the emphasis be placed on an indefinite article anyway? If we were talking about "the historic hurricane," then it makes some sense to emphasize "the," separating tonally the two words.
The next reason to savor this problem a bit more is that it is not a grammar problem at all, but one of usage. So the question becomes (even if we agree that "a historic" is "right") which "errors" of usage are worth fighting over? My feeling is that this judgment should be based on meaning - does the "error" affect the meaning? So this one ("an historic") fails to meet just about any criteria that calls for correction. In fact, correcting this "error" may even reach the level of "hyper-correctness" where being "right" sounds wrong to everybody else except us schoolmarms (and, as mentioned earlier, it even sounds wrong to this schoolmarm), so that not only does "an historic" not affect the meaning negatively, it actually enhances the meaning if it enhances the ability of all of but a select audience to focus on what is being said rather than how it is being said.
Geoff Layton
Date: Fri, 26 Aug 2011 17:21:38 -0700 From: [log in to unmask]Subject: Re: Grammar Question
To: [log in to unmask]
Thank you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h".
From: Brad Layton <[log in to unmask]>
Subject: Re: Grammar Question To: [log in to unmask] Date: Friday, August 26, 2011, 8:07 PM
Carol, either is "correct." It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h". I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) .
-----Original Message----- From: Carol Morrison < [log in to unmask]> To: ATEG < [log in to unmask]>
Sent: Fri, Aug 26, 2011 6:41 pm Subject: Grammar Question
A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here?
Thanks!
From: Kathleen Bethell <[log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]>
Subject: Re: Membership in ATEG To: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask] Date: Friday, August 26, 2011, 12:16 PM
Thank you, Geoff Amy already got in touch. ATEG folks are wonderful!
Kathi
P.S. I dont know why the cc didnt work; the address is correct.
From: Assembly for the Teaching of English Grammar [[log in to unmask]&" rel="nofollow" target="_blank">mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Friday, August 26, 2011 10:39 AM To: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]
Subject: Re: Membership in
ATEG
Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask].
Geoff Layton
I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?
Kathi
Assistant Professor
Liberal Arts, English
Ivy Tech Community College
200 Daniels Way
Bloomington, IN 47404
From: Assembly for the Teaching of English Grammar [[log in to unmask]&" rel="nofollow" target="_blank">mailto:[log in to unmask]] On Behalf Of Amy Benjamin
Sent: Saturday, August 20, 2011 10:33 AM To: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]
Subject: Membership in
ATEG
As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.
See www.ateg.org for details, which are, we are happy to report, now accurate!
Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.
So keep those cards and letters coming!
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
| To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
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--bcaec5299a0b4745d704ab7f3827--
========================================================================Date: Sat, 27 Aug 2011 09:50:01 -0700
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Carol Morrison <[log in to unmask]>
Subject: Re: Grammar Question
In-Reply-To: <[log in to unmask]>
MIME-Version: 1.0
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For some reason "an historic event" sounds better than "a historic event," but I agree with John that "a historic hurricane" sounds less awkward than "an historic hurricane." Perhaps, as Geoff said, when one says: "anistoric event," "an historic" is pronounced as one word because the word event follows it, and "event" begins with a vowel. It is easier to say "A historic hurricane" because both "h's" are pronounced, and "an historic hurricane" sounds too wordy or awkward. (I know none of that probably made any sense).
Carol
--- On Sat, 8/27/11, John Dews-Alexander <[log in to unmask]> wrote:
From: John Dews-Alexander <[log in to unmask]>
Subject: Re: Grammar Question
To: [log in to unmask]
Date: Saturday, August 27, 2011, 12:33 PM
I certainly agree with you when it comes to usage and the folly of pressing an "error" issue here, but I don't necessarily think "an historic hurricane" sounds more grammatical than "a historic hurricane." I'm going purely off of my instinct as a native speaker of English; perhaps there is a regional/dialectal aspect concerning the degree to which one pronounces the "h."
"An historic hurricane" doesn't sound ungrammatical to me, just odd. I see what you're saying about the eliding that can take place, but it rings in my ear as something done by people "not from around here."
I'll keep my ears open and listen for local usage. Maybe I'm off base on this.
John
On Fri, Aug 26, 2011 at 10:37 PM, Geoffrey Layton <[log in to unmask]> wrote:
Let's not dismiss this one so easily.
Â
In spite of what Grammar Girl says, does anyone honestly find that saying "a historic hurricane" out loud actually sound better than "an historic hurricane"? Only if the emphasis is on the indefinite article does "a historic" sound ok (it still sounds wrong to me even though I know it's right). However, if (as I would argue every native speaker does automatically), the sound of the article is naturally elided with the "h," tonally forming one word "anistoric," then "an historic hurricane" is the proper choice - both orally and in writing. And why would the emphasis be placed on an indefinite article anyway? If we were talking about "the historic hurricane," then it makes some sense to emphasize "the," separating tonally the two words.
Â
The next reason to savor this problem a bit more is that it is not a grammar problem at all, but one of usage. So the question becomes (even if we agree that "a historic" is "right") which "errors" of usage are worth fighting over? My feeling is that this judgment should be based on meaning - does the "error" affect the meaning? So this one ("an historic") fails to meet just about any criteria that calls for correction. In fact, correcting this "error" may even reach the level of "hyper-correctness" where being "right" sounds wrong to everybody else except us schoolmarms (and, as mentioned earlier, it even sounds wrong to this schoolmarm), so that not only does "an historic" not affect the meaning negatively, it actually enhances the meaning if it enhances the ability of all of but a select audience to focus on what is being said rather than how it is being said.
Geoff Layton
Â
Date: Fri, 26 Aug 2011 17:21:38 -0700
From: [log in to unmask]
Subject: Re: Grammar Question
To: [log in to unmask]
Thank you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h".
Carol
--- On Fri, 8/26/11, Brad Layton <[log in to unmask]> wrote:
From: Brad Layton <[log in to unmask]>
Subject: Re: Grammar Question
To: [log in to unmask]
Date: Friday, August 26, 2011, 8:07 PM
Carol, either is "correct." It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h". I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) .
-----Original Message-----
From: Carol Morrison <[log in to unmask]>
To: ATEG <[log in to unmask]>
Sent: Fri, Aug 26, 2011 6:41 pm
Subject: Grammar Question
A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here?
Thanks!
Carol
--- On Fri, 8/26/11, Kathleen Bethell <[log in to unmask]> wrote:
From: Kathleen Bethell <[log in to unmask]>
Subject: Re: Membership in ATEG
To: [log in to unmask]
Date: Friday, August 26, 2011, 12:16 PM
Thank you, Geoff â Amy already got in touch. ATEG folks are wonderful!
Â
Kathi
P.S. I donât know why the cc didnât work; the address is correct.
Â
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Friday, August 26, 2011 10:39 AM
To: [log in to unmask]
Subject: Re: Membership in ATEG
Â
Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]
Geoff Layton
Â
Date: Fri, 26 Aug 2011 10:19:07 -0400
From: [log in to unmask]
Subject: Re: Membership in ATEG
To: [log in to unmask]
I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?
Â
Kathi
Â
Kathleen Bethell
Assistant Professor
Liberal Arts, English
Ivy Tech Community College
200 Daniels Way
Bloomington, IN 47404
Â
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Amy Benjamin
Sent: Saturday, August 20, 2011 10:33 AM
To: [log in to unmask]
Subject: Membership in ATEG
Â
As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.
Â
See www.ateg.org for details, which are, we are happy to report, now accurate!
Â
Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.
Â
So keep those cards and letters coming!
Amy Benjamin
ATEG co-president
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
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For some reason "an historic event" sounds better than "a historic event," but I agree with John that "a historic hurricane" sounds less awkward than "an historic hurricane." Perhaps, as Geoff said, when one says: "anistoric event," "an historic" is pronounced as one word because the word event follows it, and "event" begins with a vowel. It is easier to say "A historic hurricane" because both "h's" are pronounced, and "an historic hurricane" sounds too wordy or awkward. (I know none of that probably made any sense).
From: John Dews-Alexander <[log in to unmask]> Subject: Re: Grammar Question To: [log in to unmask] Date: Saturday, August 27, 2011, 12:33 PM
I certainly agree with you when it comes to usage and the folly of pressing an "error" issue here, but I don't necessarily think "an historic hurricane" sounds more grammatical than "a historic hurricane." I'm going purely off of my instinct as a native speaker of English; perhaps there is a regional/dialectal aspect concerning the degree to which one pronounces the "h." "An historic hurricane" doesn't sound ungrammatical to me, just odd. I see what you're saying about the eliding that can take place, but it rings in my ear as something done by people "not from around here." I'll keep my ears open and listen for local usage. Maybe I'm off base on this. John
On Fri, Aug 26, 2011 at 10:37 PM, Geoffrey Layton <[log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]> wrote:
Let's not dismiss this one so easily. In spite of what Grammar Girl says, does anyone honestly find that saying "a historic hurricane" out loud actually sound better than "an historic hurricane"? Only if the emphasis is on the indefinite article does "a historic" sound ok (it still sounds wrong to me even though I know it's right). However, if (as I would argue every native speaker does automatically), the sound of the article is naturally elided with the "h," tonally forming one word "anistoric," then "an historic hurricane" is the proper choice - both orally and in writing. And why would the emphasis be placed on an indefinite article anyway? If we were talking about "the historic hurricane," then it makes some sense to emphasize "the," separating tonally the two words. The next reason to savor this problem a bit more is that it is not a grammar problem at all, but one of usage. So the question becomes
(even if we agree that "a historic" is "right") which "errors" of usage are worth fighting over? My feeling is that this judgment should be based on meaning - does the "error" affect the meaning? So this one ("an historic") fails to meet just about any criteria that calls for correction. In fact, correcting this "error" may even reach the level of "hyper-correctness" where being "right" sounds wrong to everybody else except us schoolmarms (and, as mentioned earlier, it even sounds wrong to this schoolmarm), so that not only does "an historic" not affect the meaning negatively, it actually enhances the meaning if it enhances the ability of all of but a select audience to focus on what is being said rather than how it is being said. Geoff Layton
Date: Fri, 26 Aug 2011 17:21:38 -0700 From: [log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]"> [log in to unmask]
Subject: Re: Grammar Question To: [log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]"> [log in to unmask]
Thank you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h".
From: Brad Layton <[log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]> Subject: Re: Grammar Question To: [log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask] Date: Friday, August 26, 2011, 8:07 PM
Carol, either is "correct." It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h". I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) .
-----Original Message----- From: Carol Morrison < [log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]"> [log in to unmask]> To: ATEG < [log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]"> [log in to unmask]> Sent: Fri, Aug 26, 2011 6:41 pm Subject: Grammar Question
A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here?
Thanks!
From: Kathleen Bethell <[log in to unmask]" rel=nofollow target=_blank>[log in to unmask]> Subject: Re: Membership in ATEG To: [log in to unmask]" rel=nofollow target=_blank>[log in to unmask] Date: Friday, August 26, 2011, 12:16 PM
Thank you, Geoff â Amy already got in touch. ATEG folks are wonderful!
Kathi
P.S. I donât know why the cc didnât work; the address is correct.
From: Assembly for the Teaching of English Grammar [[log in to unmask]&" rel=nofollow target=_blank>mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Friday, August 26, 2011 10:39 AM To: [log in to unmask]" rel=nofollow target=_blank>[log in to unmask] Subject: Re: Membership in ATEG
Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]" rel=nofollow target=_blank>[log in to unmask].
Geoff Layton
I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?
Kathi
Assistant Professor
Liberal Arts, English
Ivy Tech Community College
200 Daniels Way
Bloomington, IN 47404
From: Assembly for the Teaching of English Grammar [[log in to unmask]&" rel=nofollow target=_blank>mailto:[log in to unmask]] On Behalf Of Amy Benjamin Sent: Saturday, August 20, 2011 10:33 AM To: [log in to unmask]" rel=nofollow target=_blank>[log in to unmask] Subject: Membership in ATEG
As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.
See www.ateg.org for details, which are, we are happy to report, now accurate!
Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.
So keep those cards and letters coming!
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
| To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
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|
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--0-785681720-1314463801=:7647--
========================================================================Date: Sat, 27 Aug 2011 14:02:07 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: "STAHLKE, HERBERT F" <[log in to unmask]>
Subject: Re: Grammar Question
In-Reply-To: <[log in to unmask]>
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========================================================================Date: Sat, 27 Aug 2011 14:58:31 -0500
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Geoffrey Layton <[log in to unmask]>
Subject: Re: Grammar Question
In-Reply-To: <[log in to unmask]>
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Herb - I'd rephrase this - instead of saying it's a matter of whether you prononce the or not, I'd suggest that it's a matter of whether you are forced to pronounce it. In other words, if precedes "historic hurricane," then the , in historic must be pronounced; if , precedes, then it isn't pronounced and becomes elided. My contention is that this is an issue of usage, not grammar. To me (and I'm about as non-regional as they come, although I suppose being totally non-regional is impossible), "a historic" (where both the and the must be pronounced as separate sounds) appears totally unnatural, both to the eye and to the ear.
Geoff Layton
Date: Sat, 27 Aug 2011 14:02:07 -0400
From: [log in to unmask]
Subject: Re: Grammar Question
To: [log in to unmask]
I dont think theres any remote or prosodic effect here. Its strictly a matter of whether you pronounce the initial or not. I normally say a historic
with the /h/, but I find myself occasionally eliding the /h/ and using an. The pronunciation with both the /n/ and the /h/ arises, I think, from a misunderstanding of the rule. Its more common in BrE to elide the /h/ than in American English, and I suspect thats where the misunderstanding applies. I have heard lots of American newsreaders use an with the /h/, and I think theyve been taught that prescriptively. Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Carol Morrison
Sent: Saturday, August 27, 2011 12:50 PM
To: [log in to unmask]
Subject: Re: Grammar Question For some reason "an historic event" sounds better than "a historic event," but I agree with John that "a historic hurricane" sounds less awkward than "an historic hurricane." Perhaps, as Geoff said, when one says: "anistoric event," "an historic" is pronounced as one word because the word event follows it, and "event" begins with a vowel. It is easier to say "A historic hurricane" because both "h's" are pronounced, and "an historic hurricane" sounds too wordy or awkward. (I know none of that probably made any sense).Carol
--- On Sat, 8/27/11, John Dews-Alexander <[log in to unmask]> wrote:
From: John Dews-Alexander <[log in to unmask]>
Subject: Re: Grammar Question
To: [log in to unmask]
Date: Saturday, August 27, 2011, 12:33 PMI certainly agree with you when it comes to usage and the folly of pressing an "error" issue here, but I don't necessarily think "an historic hurricane" sounds more grammatical than "a historic hurricane." I'm going purely off of my instinct as a native speaker of English; perhaps there is a regional/dialectal aspect concerning the degree to which one pronounces the "h."
"An historic hurricane" doesn't sound ungrammatical to me, just odd. I see what you're saying about the eliding that can take place, but it rings in my ear as something done by people "not from around here."
I'll keep my ears open and listen for local usage. Maybe I'm off base on this.
JohnOn Fri, Aug 26, 2011 at 10:37 PM, Geoffrey Layton <[log in to unmask]> wrote:Let's not dismiss this one so easily.
In spite of what Grammar Girl says, does anyone honestly find that saying "a historic hurricane" out loud actually sound better than "an historic hurricane"? Only if the emphasis is on the indefinite article does "a historic" sound ok (it still sounds wrong to me even though I know it's right). However, if (as I would argue every native speaker does automatically), the sound of the article is naturally elided with the "h," tonally forming one word "anistoric," then "an historic hurricane" is the proper choice - both orally and in writing. And why would the emphasis be placed on an indefinite article anyway? If we were talking about "the historic hurricane," then it makes some sense to emphasize "the," separating tonally the two words.
The next reason to savor this problem a bit more is that it is not a grammar problem at all, but one of usage. So the question becomes (even if we agree that "a historic" is "right") which "errors" of usage are worth fighting over? My feeling is that this judgment should be based on meaning - does the "error" affect the meaning? So this one ("an historic") fails to meet just about any criteria that calls for correction. In fact, correcting this "error" may even reach the level of "hyper-correctness" where being "right" sounds wrong to everybody else except us schoolmarms (and, as mentioned earlier, it even sounds wrong to this schoolmarm), so that not only does "an historic" not affect the meaning negatively, it actually enhances the meaning if it enhances the ability of all of but a select audience to focus on what is being said rather than how it is being said.
Geoff Layton
Date: Fri, 26 Aug 2011 17:21:38 -0700
From: [log in to unmask]
Subject: Re: Grammar Question
To: [log in to unmask] you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h".Carol
--- On Fri, 8/26/11, Brad Layton [log in to unmask]> wrote:
From: Brad Layton <[log in to unmask]>
Subject: Re: Grammar Question
To: [log in to unmask]
Date: Friday, August 26, 2011, 8:07 PMCarol, either is "correct." It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h". I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) . -----Original Message-----
From: Carol Morrison <[log in to unmask]>
To: ATEG <[log in to unmask]>
Sent: Fri, Aug 26, 2011 6:41 pm
Subject: Grammar QuestionA friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here?Thanks!Carol
--- On Fri, 8/26/11, Kathleen Bethell <[log in to unmask]> wrote:
From: Kathleen Bethell <[log in to unmask]>
Subject: Re: Membership in ATEG
To: [log in to unmask]
Date: Friday, August 26, 2011, 12:16 PMThank you, Geoff Amy already got in touch. ATEG folks are wonderful! Kathi P.S. I dont know why the cc didnt work; the address is correct. From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Friday, August 26, 2011 10:39 AM
To: [log in to unmask]
Subject: Re: Membership in ATEG Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]
Geoff Layton
Date: Fri, 26 Aug 2011 10:19:07 -0400
From: [log in to unmask]
Subject: Re: Membership in ATEG
To: [log in to unmask] never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status? Kathi Kathleen BethellAssistant Professor Liberal Arts, English Ivy Tech Community College 200 Daniels Way Bloomington, IN 47404 From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Amy Benjamin
Sent: Saturday, August 20, 2011 10:33 AM
To: [log in to unmask]
Subject: Membership in ATEG As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially. See www.ateg.org for details, which are, we are happy to report, now accurate! Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room. So keep those cards and letters coming!Amy BenjaminATEG co-presidentTo join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/
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Herb - I'd rephrase this - instead of saying it's a matter of whether you prononce the <h> or not, I'd suggest that it's a matter of whether you are forced to pronounce it. In other words, if <a> precedes "historic hurricane," then the ,<h> in historic must be pronounced; if ,<an> precedes, then it isn't pronounced and becomes elided. My contention is that this is an issue of usage, not grammar. To me (and I'm about as non-regional as they come, although I suppose being totally non-regional is impossible), "a historic" (where both the <a> and the <h> must be pronounced as separate sounds) appears totally unnatural, both to the eye and to the ear. Geoff Layton
Date: Sat, 27 Aug 2011 14:02:07 -0400 From: [log in to unmask]Subject: Re: Grammar Question To: [log in to unmask]
I dont think theres any remote or prosodic effect here. Its strictly a matter of whether you pronounce the initial <h> or not. I normally say a historic
with the /h/, but I find myself occasionally eliding the /h/ and using an. The pronunciation with both the /n/ and the /h/ arises, I think, from a misunderstanding of the rule. Its more common in BrE to elide the /h/ than in American English, and I suspect thats where the misunderstanding applies. I have heard lots of American newsreaders use an with the /h/, and I think theyve been taught that prescriptively. Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Carol Morrison Sent: Saturday, August 27, 2011 12:50 PM To: [log in to unmask] Subject: Re: Grammar Question For some reason "an historic event" sounds better than "a historic event," but I agree with John that "a historic hurricane" sounds less awkward than "an historic hurricane." Perhaps, as Geoff said, when one says: "anistoric event," "an historic" is pronounced as one word because the word event follows it, and "event" begins with a vowel. It is easier to say "A historic hurricane" because both "h's" are pronounced, and "an historic hurricane" sounds too wordy or awkward. (I know none of that probably made any sense). From: John Dews-Alexander <[log in to unmask]> Subject: Re: Grammar Question To: [log in to unmask] Date: Saturday, August 27, 2011, 12:33 PM
I certainly agree with you when it comes to usage and the folly of pressing an "error" issue here, but I don't necessarily think "an historic hurricane" sounds more grammatical than "a historic hurricane." I'm going purely off of my instinct as a native speaker of English; perhaps there is a regional/dialectal aspect concerning the degree to which one pronounces the "h."
"An historic hurricane" doesn't sound ungrammatical to me, just odd. I see what you're saying about the eliding that can take place, but it rings in my ear as something done by people "not from around here."
I'll keep my ears open and listen for local usage. Maybe I'm off base on this.
John On Fri, Aug 26, 2011 at 10:37 PM, Geoffrey Layton <[log in to unmask]" target="_blank">[log in to unmask]> wrote: Let's not dismiss this one so easily. In spite of what Grammar Girl says, does anyone honestly find that saying "a historic hurricane" out loud actually sound better than "an historic hurricane"? Only if the emphasis is on the indefinite article does "a historic" sound ok (it still sounds wrong to me even though I know it's right). However, if (as I would argue every native speaker does automatically), the sound of the article is naturally elided with the "h," tonally forming one word "anistoric," then "an historic hurricane" is the proper choice - both orally and in writing. And why would the emphasis be placed on an indefinite article anyway? If we were talking about "the historic hurricane," then it makes some sense to emphasize "the," separating tonally the two words. The next reason to savor this problem a bit more is that it is not a grammar problem at all, but one of usage. So the question becomes (even if we agree that "a historic" is "right") which "errors" of usage are worth fighting over? My feeling is that this judgment should be based on meaning - does the "error" affect the meaning? So this one ("an historic") fails to meet just about any criteria that calls for correction. In fact, correcting this "error" may even reach the level of "hyper-correctness" where being "right" sounds wrong to everybody else except us schoolmarms (and, as mentioned earlier, it even sounds wrong to this schoolmarm), so that not only does "an historic" not affect the meaning negatively, it actually enhances the meaning if it enhances the ability of all of but a select audience to focus on what is being said rather than how it is being said.
Geoff Layton
Date: Fri, 26 Aug 2011 17:21:38 -0700 From: [log in to unmask]" target="_blank">[log in to unmask] Subject: Re: Grammar Question To: [log in to unmask]" target="_blank">[log in to unmask]
Thank you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h". From: Brad Layton <[log in to unmask]" target="_blank">[log in to unmask]> Subject: Re: Grammar Question To: [log in to unmask]" target="_blank">[log in to unmask] Date: Friday, August 26, 2011, 8:07 PM
Carol, either is "correct." It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h". I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) . -----Original Message----- From: Carol Morrison <[log in to unmask]" target="_blank">[log in to unmask]> To: ATEG <[log in to unmask]" target="_blank">[log in to unmask]> Sent: Fri, Aug 26, 2011 6:41 pm Subject: Grammar Question A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here? From: Kathleen Bethell <[log in to unmask]" target="_blank">[log in to unmask]> Subject: Re: Membership in ATEG To: [log in to unmask]" target="_blank">[log in to unmask] Date: Friday, August 26, 2011, 12:16 PM
Thank you, Geoff Amy already got in touch. ATEG folks are wonderful! P.S. I dont know why the cc didnt work; the address is correct. From: Assembly for the Teaching of English Grammar [[log in to unmask]&" target="_blank">mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Friday, August 26, 2011 10:39 AM To: [log in to unmask]" target="_blank">[log in to unmask] Subject: Re: Membership in ATEG Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]" target="_blank">[log in to unmask].
Geoff Layton I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status? Ivy Tech Community College As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially. See www.ateg.org for details, which are, we are happy to report, now accurate! Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room. So keep those cards and letters coming! To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
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========================================================================Date: Sat, 27 Aug 2011 17:52:03 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: "Peter H. Fries" <[log in to unmask]>
Subject: Re: Grammar Question
In-Reply-To: <[log in to unmask]>
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Have I missed some mention of accent here? It seems to me that the placement
of word accent influences whether h is optional or not. (or more properly,
the probability of its appearance.) I certainly alternate in my
pronunciation of historic either pronouncing or not pronouncing the
initial h. However I am much less likely to omit the initial h in
history, where the initial syllable is accented. The elision of initial
h is quite common in words such as him and his, which are regularly
unaccented. But compare the pronunciations of him in *give* it to him
vs. give it to *him*. (Asterisks indicate sentence stress.) I am much more
likely to omit the initial h in the first version than I am in the second.
For those members of the list who are less familiar with English dialects,
the pronunciation of initial h (both omission of h and insertion of h
where it doesnt belong) is a feature that distinguishes many dialects,
particularly British dialects. (Of course, talking about places where sounds
are omitted or where they dont belong is only possible if one chooses
the proper dialect as a reference point. So far as the speakers of the h
insertion dialects are concerned, the h belongs there, its all the
other speakers who omit it.)
You may enjoy an old story from my family that turns on this difference in
pronunciation of initial h.
Many years ago (I suspect that it occurred in 1928 or 1929), when my parents
were in England, they visited William Craigie (editor of the OED) and his
wife, and at the end of the evening meal a considerable amount of one of
the dishes had been left over, so Mrs. Craigie told the housekeeper that she
should keep it over night and heat it up for breakfast. The next morning,
when the dish didnt appear, Mrs. Craigie asked after the dish, and the
answer came back Oh, You said I could heat it up for breakfast, so I het it
up.
Peter
On Fri, Aug 26, 2011 at 11:37 PM, Geoffrey Layton <[log in to unmask]>wrote:
> Let's not dismiss this one so easily.
>
> In spite of what Grammar Girl says, does anyone honestly find that saying
> "a historic hurricane" out loud actually sound better than "an historic
> hurricane"? Only if the emphasis is on the indefinite article does "a
> historic" sound ok (it still sounds wrong to me even though I know it's
> right). However, if (as I would argue every native speaker does
> automatically), the sound of the article is naturally elided with the "h,"
> tonally forming one word "anistoric," then "an historic hurricane" is the
> proper choice - both orally and in writing. And why would the emphasis be
> placed on an indefinite article anyway? If we were talking about "the
> historic hurricane," then it makes some sense to emphasize "the," separating
> tonally the two words.
>
> The next reason to savor this problem a bit more is that it is not a
> grammar problem at all, but one of usage. So the question becomes (even if
> we agree that "a historic" is "right") which "errors" of usage are worth
> fighting over? My feeling is that this judgment should be based on meaning -
> does the "error" affect the meaning? So this one ("an historic") fails to
> meet just about any criteria that calls for correction. In fact, correcting
> this "error" may even reach the level of "hyper-correctness" where being
> "right" sounds wrong to everybody else except us schoolmarms (and, as
> mentioned earlier, it even sounds wrong to this schoolmarm), so that not
> only does "an historic" not affect the meaning negatively, it actually
> enhances the meaning if it enhances the ability of all of but a select
> audience to focus on what is being said rather than how it is being said.
>
> Geoff Layton
>
> ------------------------------
> Date: Fri, 26 Aug 2011 17:21:38 -0700
> From: [log in to unmask]
> Subject: Re: Grammar Question
> To: [log in to unmask]
>
> Thank you, Brad, M.T., and John for a quick response! I did not know the
> answer because I've heard both "a" and "an" used in front of "historic". I
> guess you would only use "an" if you pronounce "historic" with a silent "h".
> Carol
> --- On *Fri, 8/26/11, Brad Layton <[log in to unmask]>* wrote:
>
>
> From: Brad Layton <[log in to unmask]>
> Subject: Re: Grammar Question
> To: [log in to unmask]
> Date: Friday, August 26, 2011, 8:07 PM
>
> Carol, either is "correct." It simply depends on the idiolect of the
> individual speaking ... specifically, whether that person pronounces the
> "h" or does not pronounce the "h". I am unaware of any prescriptive case
> for the superiority of either that would hold water ... or 100 mph winds,
> for that matter ;) .
>
>
>
> -----Original Message-----
> From: Carol Morrison <[log in to unmask]>
> To: ATEG <[log in to unmask]>
> Sent: Fri, Aug 26, 2011 6:41 pm
> Subject: Grammar Question
>
> A friend just asked me which is correct: "a historic hurricane" or "an
> historic hurricane"? Can someone help me out here?
> Thanks!
> Carol
>
> --- On *Fri, 8/26/11, Kathleen Bethell <[log in to unmask][log in to unmask] >
> >* wrote:
>
>
> From: Kathleen Bethell <[log in to unmask][log in to unmask]>
> >
> Subject: Re: Membership in ATEG
> To: [log in to unmask][log in to unmask]>
> Date: Friday, August 26, 2011, 12:16 PM
>
> Thank you, Geoff Amy already got in touch. ATEG folks are wonderful!
>
> Kathi
> P.S. I dont know why the cc didnt work; the address is correct.
>
> *From:* Assembly for the Teaching of English Grammar [
> mailto:[log in to unmask][log in to unmask]&>]
> *On Behalf Of *Geoffrey Layton
> *Sent:* Friday, August 26, 2011 10:39 AM
> *To:* [log in to unmask][log in to unmask]>
> *Subject:* Re: Membership in ATEG
>
> Kathi - I passed on your question to our president, Amy Benjamin - but I
> tried to copy you on the message and got an undeliverable message for
> [log in to unmask][log in to unmask]>.
>
>
> Geoff Layton
>
> ------------------------------
> Date: Fri, 26 Aug 2011 10:19:07 -0400
> From: [log in to unmask][log in to unmask]>
> Subject: Re: Membership in ATEG
> To: [log in to unmask][log in to unmask]>
> I never received acknowledgement when I joined, so I am not sure if I am
> even on the rolls, yet. Is there some way I can check to find out my
> membership status?
>
> Kathi
>
> Kathleen Bethell
> Assistant Professor
> Liberal Arts, English
> Ivy Tech Community College
> 200 Daniels Way
> Bloomington, IN 47404
>
> *From:* Assembly for the Teaching of English Grammar [
> mailto:[log in to unmask][log in to unmask]&>]
> *On Behalf Of *Amy Benjamin
> *Sent:* Saturday, August 20, 2011 10:33 AM
> *To:* [log in to unmask][log in to unmask]>
> *Subject:* Membership in ATEG
>
> As you know, our hot new ATEG Journals are stacked and stampled in our
> mailroom (aka my basement) ready to go out to ATEG members. As we now do
> have a better system of keeping track of, acknowledging, and servicing ATEG
> members, please consider joining officially.
>
> See www.ateg.org for details, which are, we are happy to report, now
> accurate!
>
> Membership in ATEG allows you to receive the Journal, published twice
> yearly, and to keep ATEG as a (nagging) voice to our parent organization,
> NCTE. We maintain this listserv, our website, and are allowed to host a
> session at the NCTE annual conference. We also host an annual conference,
> gathering together all of the educators in the English-speaking,
> non-English-speaking, and non-speaking world, and non-world who are
> interested in the teaching of grammar. Thankfully, all of these people can
> fit easily into one room.
>
> So keep those cards and letters coming!
> Amy Benjamin
> ATEG co-president
> To join or leave this LISTSERV list, please visit the list's web interface
> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
> leave the list"
> Visit ATEG's web site at http://ateg.org/
> To join or leave this LISTSERV list, please visit the list's web interface
> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
> leave the list" Visit ATEG's web site at http://ateg.org/
> To join or leave this LISTSERV list, please visit the list's web interface
> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
> leave the list"
> Visit ATEG's web site at http://ateg.org/
> To join or leave this LISTSERV list, please visit the list's web interface
> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
> leave the list"
> Visit ATEG's web site at http://ateg.org/
>
> To join or leave this LISTSERV list, please visit the list's web interface
> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
> leave the list"
> Visit ATEG's web site at http://ateg.org/
> To join or leave this LISTSERV list, please visit the list's web interface
> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
> leave the list"
> Visit ATEG's web site at http://ateg.org/
>
> To join or leave this LISTSERV list, please visit the list's web interface
> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
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> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
> leave the list"
>
> Visit ATEG's web site at http://ateg.org/
>
--
Peter H. Fries
Box 310
Mount Pleasant MI 48804
Phone: 989-644-3384
Cell: 989-400-3764
Email: [log in to unmask]
Web page: >
[among 'emeritus faculty']
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Have I missed some mention of accent here? It seems to me
that the placement of word accent influences whether âhâ is optional or not. (or more properly, the probability of its appearance.) I
certainly alternate in my pronunciation of âhistoricâ either pronouncing or not
pronouncing the initial âhâ. However I am much less likely to omit the initial
âhâ in âhistoryâ, where the initial syllable is accented. The elision of initial âhâ is quite common in
words such as âhimâ and âhisâ, which are regularly unaccented. But compare the pronunciations of âhimâ in â*give*
it to himâ vs. âgive it to *him*â. (Asterisks indicate sentence stress.) I am
much more likely to omit the initial âhâ in the first version than I am in the
second. Â
For those members of the list who are less familiar with
English dialects, the pronunciation of initial âhâ (both omission of âhâ and
insertion of âhâ where it âdoesnât belongâ) is a feature that distinguishes
many dialects, particularly British dialects. (Of course, talking about places
where sounds are âomittedâ or where they âdonât belongâ is only possible if one
chooses the proper dialect as a reference point. So far as the speakers of the
ââhâ insertionâ Â dialects are concerned,
the âhâ belongs there, itâs all the other speakers who omit it.)
Â
You may enjoy an old story from my family that turns on this
difference in pronunciation of initial âhâ.
Many years ago (I suspect that it occurred in 1928 or 1929),
when my parents were in England, they visited William Craigie (editor of the
OED) and his wife, and at the end of the evening meal a considerable amount of one of the dishes
had been left over, so Mrs. Craigie told the housekeeper that she should keep
it over night and âheat it up for breakfastâ. The next morning, when the dish
didnât appear, Mrs. Craigie asked after the dish, and the answer came back âOh,
You said I could heat it up for breakfast, so I het it up.âÂ
Peter
On Fri, Aug 26, 2011 at 11:37 PM, Geoffrey Layton <[log in to unmask]> wrote:
Let's not dismiss this one so easily.  In spite of what Grammar Girl says, does anyone honestly find that saying "a historic hurricane" out loud actually sound better than "an historic hurricane"? Only if the emphasis is on the indefinite article does "a historic" sound ok (it still sounds wrong to me even though I know it's right). However, if (as I would argue every native speaker does automatically), the sound of the article is naturally elided with the "h," tonally forming one word "anistoric," then "an historic hurricane" is the proper choice - both orally and in writing. And why would the emphasis be placed on an indefinite article anyway? If we were talking about "the historic hurricane," then it makes some sense to emphasize "the," separating tonally the two words.
 The next reason to savor this problem a bit more is that it is not a grammar problem at all, but one of usage. So the question becomes (even if we agree that "a historic" is "right") which "errors" of usage are worth fighting over? My feeling is that this judgment should be based on meaning - does the "error" affect the meaning? So this one ("an historic") fails to meet just about any criteria that calls for correction. In fact, correcting this "error" may even reach the level of "hyper-correctness" where being "right" sounds wrong to everybody else except us schoolmarms (and, as mentioned earlier, it even sounds wrong to this schoolmarm), so that not only does "an historic" not affect the meaning negatively, it actually enhances the meaning if it enhances the ability of all of but a select audience to focus on what is being said rather than how it is being said.
Geoff Layton Â
Date: Fri, 26 Aug 2011 17:21:38 -0700 From: [log in to unmask]Subject: Re: Grammar Question To: [log in to unmask]
Thank you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h".
From: Brad Layton <[log in to unmask]>
Subject: Re: Grammar Question To: [log in to unmask] Date: Friday, August 26, 2011, 8:07 PM
Carol, either is "correct." It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h". I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) .
-----Original Message----- From: Carol Morrison < [log in to unmask]> To: ATEG < [log in to unmask]>
Sent: Fri, Aug 26, 2011 6:41 pm Subject: Grammar Question
A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here?
Thanks!
From: Kathleen Bethell <[log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]>
Subject: Re: Membership in ATEG To: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask] Date: Friday, August 26, 2011, 12:16 PM
Thank you, Geoff â Amy already got in touch. ATEG folks are wonderful!
Â
Kathi
P.S. I donât know why the cc didnât work; the address is correct.
Â
From: Assembly for the Teaching of English Grammar [[log in to unmask]&" rel="nofollow" target="_blank">mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Friday, August 26, 2011 10:39 AM To: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]
Subject: Re: Membership in
ATEG
Â
Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask].
Geoff Layton Â
I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?
Â
Kathi
Â
Assistant Professor
Liberal Arts, English
Ivy Tech Community College
200 Daniels Way
Bloomington, IN 47404
Â
From: Assembly for the Teaching of English Grammar [[log in to unmask]&" rel="nofollow" target="_blank">mailto:[log in to unmask]] On Behalf Of Amy Benjamin
Sent: Saturday, August 20, 2011 10:33 AM To: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]
Subject: Membership in
ATEG
Â
As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.
See www.ateg.org for details, which are, we are happy to report, now accurate!
Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.
So keep those cards and letters coming!
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
| To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
|
To join or leave this LISTSERV list, please visit the list's web interface at:
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and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
-- Peter H. Fries
Box 310 Mount Pleasant MI 48804
Phone:Â 989-644-3384 Cell:Â Â Â 989-400-3764
Email:Â [log in to unmask]
      Web page: <http://cmich.edu/chsbs/x23516.xml> [among 'emeritus faculty']
     Â
To join or leave this LISTSERV list, please visit the list's web interface at:
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--000e0cd522621f96db04ab83acf7--
========================================================================Date: Sat, 27 Aug 2011 23:54:47 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: "STAHLKE, HERBERT F" <[log in to unmask]>
Subject: Re: Grammar Question
In-Reply-To: <[log in to unmask]>
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Geoff,
Speaking phonetically, what happens in "a historical" is that the /h/, rather like the /h/ in "ahead," actually gets voiced and we get a moment of what phoneticians and the IPA call "murmur" or "breathy voicing." The is pronounced as a schwa. Since we don't, unlike Hindi, have breathy voiced consonants in English, we don't recognize this bit of breathy voicing as such and assume either that there's no /h/ pronounced or that it's pronounced in its fully voiceless form. By the way, if you consider your speech to be non-regional, I'll hazard a guess that you're a Northern Midlands speaker.
Herb
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Saturday, August 27, 2011 3:59 PM
To: [log in to unmask]
Subject: Re: Grammar Question
Herb -
I'd rephrase this - instead of saying it's a matter of whether you prononce the or not, I'd suggest that it's a matter of whether you are forced to pronounce it. In other words, if precedes "historic hurricane," then the , in historic must be pronounced; if , precedes, then it isn't pronounced and becomes elided. My contention is that this is an issue of usage, not grammar. To me (and I'm about as non-regional as they come, although I suppose being totally non-regional is impossible), "a historic" (where both the and the must be pronounced as separate sounds) appears totally unnatural, both to the eye and to the ear.
Geoff Layton
________________________________
Date: Sat, 27 Aug 2011 14:02:07 -0400
From: [log in to unmask]
Subject: Re: Grammar Question
To: [log in to unmask]
I don't think there's any remote or prosodic effect here. It's strictly a matter of whether you pronounce the initial or not. I normally say "a historic..." with the /h/, but I find myself occasionally eliding the /h/ and using "an." The pronunciation with both the /n/ and the /h/ arises, I think, from a misunderstanding of the rule. It's more common in BrE to elide the /h/ than in American English, and I suspect that's where the misunderstanding applies. I have heard lots of American newsreaders use "an" with the /h/, and I think they've been taught that prescriptively.
Herb
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Carol Morrison
Sent: Saturday, August 27, 2011 12:50 PM
To: [log in to unmask]
Subject: Re: Grammar Question
For some reason "an historic event" sounds better than "a historic event," but I agree with John that "a historic hurricane" sounds less awkward than "an historic hurricane." Perhaps, as Geoff said, when one says: "anistoric event," "an historic" is pronounced as one word because the word event follows it, and "event" begins with a vowel. It is easier to say "A historic hurricane" because both "h's" are pronounced, and "an historic hurricane" sounds too wordy or awkward. (I know none of that probably made any sense).
Carol
--- On Sat, 8/27/11, John Dews-Alexander <[log in to unmask]> wrote:
From: John Dews-Alexander <[log in to unmask]>
Subject: Re: Grammar Question
To: [log in to unmask]
Date: Saturday, August 27, 2011, 12:33 PM
I certainly agree with you when it comes to usage and the folly of pressing an "error" issue here, but I don't necessarily think "an historic hurricane" sounds more grammatical than "a historic hurricane." I'm going purely off of my instinct as a native speaker of English; perhaps there is a regional/dialectal aspect concerning the degree to which one pronounces the "h."
"An historic hurricane" doesn't sound ungrammatical to me, just odd. I see what you're saying about the eliding that can take place, but it rings in my ear as something done by people "not from around here."
I'll keep my ears open and listen for local usage. Maybe I'm off base on this.
John
On Fri, Aug 26, 2011 at 10:37 PM, Geoffrey Layton <[log in to unmask][log in to unmask]>> wrote:
Let's not dismiss this one so easily.
In spite of what Grammar Girl says, does anyone honestly find that saying "a historic hurricane" out loud actually sound better than "an historic hurricane"? Only if the emphasis is on the indefinite article does "a historic" sound ok (it still sounds wrong to me even though I know it's right). However, if (as I would argue every native speaker does automatically), the sound of the article is naturally elided with the "h," tonally forming one word "anistoric," then "an historic hurricane" is the proper choice - both orally and in writing. And why would the emphasis be placed on an indefinite article anyway? If we were talking about "the historic hurricane," then it makes some sense to emphasize "the," separating tonally the two words.
The next reason to savor this problem a bit more is that it is not a grammar problem at all, but one of usage. So the question becomes (even if we agree that "a historic" is "right") which "errors" of usage are worth fighting over? My feeling is that this judgment should be based on meaning - does the "error" affect the meaning? So this one ("an historic") fails to meet just about any criteria that calls for correction. In fact, correcting this "error" may even reach the level of "hyper-correctness" where being "right" sounds wrong to everybody else except us schoolmarms (and, as mentioned earlier, it even sounds wrong to this schoolmarm), so that not only does "an historic" not affect the meaning negatively, it actually enhances the meaning if it enhances the ability of all of but a select audience to focus on what is being said rather than how it is being said.
Geoff Layton
________________________________
Date: Fri, 26 Aug 2011 17:21:38 -0700
From: [log in to unmask][log in to unmask]>
Subject: Re: Grammar Question
To: [log in to unmask][log in to unmask]>
Thank you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h".
Carol
--- On Fri, 8/26/11, Brad Layton <[log in to unmask][log in to unmask]>> wrote:
From: Brad Layton <[log in to unmask][log in to unmask]>>
Subject: Re: Grammar Question
To: [log in to unmask][log in to unmask]>
Date: Friday, August 26, 2011, 8:07 PM
Carol, either is "correct." It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h". I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) .
-----Original Message-----
From: Carol Morrison <[log in to unmask][log in to unmask]>>
To: ATEG <[log in to unmask][log in to unmask]>>
Sent: Fri, Aug 26, 2011 6:41 pm
Subject: Grammar Question
A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here?
Thanks!
Carol
--- On Fri, 8/26/11, Kathleen Bethell <[log in to unmask][log in to unmask]>> wrote:
From: Kathleen Bethell <[log in to unmask][log in to unmask]>>
Subject: Re: Membership in ATEG
To: [log in to unmask][log in to unmask]>
Date: Friday, August 26, 2011, 12:16 PM
Thank you, Geoff - Amy already got in touch. ATEG folks are wonderful!
Kathi
P.S. I don't know why the cc didn't work; the address is correct.
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask][log in to unmask]&>] On Behalf Of Geoffrey Layton
Sent: Friday, August 26, 2011 10:39 AM
To: [log in to unmask][log in to unmask]>
Subject: Re: Membership in ATEG
Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask][log in to unmask]>.
Geoff Layton
________________________________
Date: Fri, 26 Aug 2011 10:19:07 -0400
From: [log in to unmask][log in to unmask]>
Subject: Re: Membership in ATEG
To: [log in to unmask][log in to unmask]>
I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?
Kathi
Kathleen Bethell
Assistant Professor
Liberal Arts, English
Ivy Tech Community College
200 Daniels Way
Bloomington, IN 47404
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask][log in to unmask]&>] On Behalf Of Amy Benjamin
Sent: Saturday, August 20, 2011 10:33 AM
To: [log in to unmask][log in to unmask]>
Subject: Membership in ATEG
As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.
See www.ateg.org for details, which are, we are happy to report, now accurate!
Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.
So keep those cards and letters coming!
Amy Benjamin
ATEG co-president
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Geoff, Speaking phonetically, what happens in “a historical” is that the /h/, rather like the /h/ in “ahead,” actually gets voiced and we get a moment of what phoneticians and the IPA call “murmur” or “breathy voicing.” The <a> is pronounced as a schwa. Since we don’t, unlike Hindi, have breathy voiced consonants in English, we don’t recognize this bit of breathy voicing as such and assume either that there’s no /h/ pronounced or that it’s pronounced in its fully voiceless form. By the way, if you consider your speech to be non-regional, I’ll hazard a guess that you’re a Northern Midlands speaker. Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Saturday, August 27, 2011 3:59 PM To: [log in to unmask] Subject: Re: Grammar Question Herb - I'd rephrase this - instead of saying it's a matter of whether you prononce the <h> or not, I'd suggest that it's a matter of whether you are forced to pronounce it. In other words, if <a> precedes "historic hurricane," then the ,<h> in historic must be pronounced; if ,<an> precedes, then it isn't pronounced and becomes elided. My contention is that this is an issue of usage, not grammar. To me (and I'm about as non-regional as they come, although I suppose being totally non-regional is impossible), "a historic" (where both the <a> and the <h> must be pronounced as separate sounds) appears totally unnatural, both to the eye and to the ear.
Geoff Layton
Date: Sat, 27 Aug 2011 14:02:07 -0400 From: [log in to unmask] Subject: Re: Grammar Question To: [log in to unmask] I don’t think there’s any remote or prosodic effect here. It’s strictly a matter of whether you pronounce the initial <h> or not. I normally say “a historic…” with the /h/, but I find myself occasionally eliding the /h/ and using “an.” The pronunciation with both the /n/ and the /h/ arises, I think, from a misunderstanding of the rule. It’s more common in BrE to elide the /h/ than in American English, and I suspect that’s where the misunderstanding applies. I have heard lots of American newsreaders use “an” with the /h/, and I think they’ve been taught that prescriptively. Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Carol Morrison Sent: Saturday, August 27, 2011 12:50 PM To: [log in to unmask] Subject: Re: Grammar Question For some reason "an historic event" sounds better than "a historic event," but I agree with John that "a historic hurricane" sounds less awkward than "an historic hurricane." Perhaps, as Geoff said, when one says: "anistoric event," "an historic" is pronounced as one word because the word event follows it, and "event" begins with a vowel. It is easier to say "A historic hurricane" because both "h's" are pronounced, and "an historic hurricane" sounds too wordy or awkward. (I know none of that probably made any sense). From: John Dews-Alexander <[log in to unmask]> Subject: Re: Grammar Question To: [log in to unmask] Date: Saturday, August 27, 2011, 12:33 PM
I certainly agree with you when it comes to usage and the folly of pressing an "error" issue here, but I don't necessarily think "an historic hurricane" sounds more grammatical than "a historic hurricane." I'm going purely off of my instinct as a native speaker of English; perhaps there is a regional/dialectal aspect concerning the degree to which one pronounces the "h."
"An historic hurricane" doesn't sound ungrammatical to me, just odd. I see what you're saying about the eliding that can take place, but it rings in my ear as something done by people "not from around here."
I'll keep my ears open and listen for local usage. Maybe I'm off base on this.
John On Fri, Aug 26, 2011 at 10:37 PM, Geoffrey Layton <[log in to unmask]" target="_blank">[log in to unmask]> wrote: Let's not dismiss this one so easily. In spite of what Grammar Girl says, does anyone honestly find that saying "a historic hurricane" out loud actually sound better than "an historic hurricane"? Only if the emphasis is on the indefinite article does "a historic" sound ok (it still sounds wrong to me even though I know it's right). However, if (as I would argue every native speaker does automatically), the sound of the article is naturally elided with the "h," tonally forming one word "anistoric," then "an historic hurricane" is the proper choice - both orally and in writing. And why would the emphasis be placed on an indefinite article anyway? If we were talking about "the historic hurricane," then it makes some sense to emphasize "the," separating tonally the two words. The next reason to savor this problem a bit more is that it is not a grammar problem at all, but one of usage. So the question becomes (even if we agree that "a historic" is "right") which "errors" of usage are worth fighting over? My feeling is that this judgment should be based on meaning - does the "error" affect the meaning? So this one ("an historic") fails to meet just about any criteria that calls for correction. In fact, correcting this "error" may even reach the level of "hyper-correctness" where being "right" sounds wrong to everybody else except us schoolmarms (and, as mentioned earlier, it even sounds wrong to this schoolmarm), so that not only does "an historic" not affect the meaning negatively, it actually enhances the meaning if it enhances the ability of all of but a select audience to focus on what is being said rather than how it is being said.
Geoff Layton
Date: Fri, 26 Aug 2011 17:21:38 -0700 From: [log in to unmask]" target="_blank">[log in to unmask] Subject: Re: Grammar Question To: [log in to unmask]" target="_blank">[log in to unmask]
Thank you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h". From: Brad Layton <[log in to unmask]" target="_blank">[log in to unmask]> Subject: Re: Grammar Question To: [log in to unmask]" target="_blank">[log in to unmask] Date: Friday, August 26, 2011, 8:07 PM
Carol, either is "correct." It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h". I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) . -----Original Message----- From: Carol Morrison <[log in to unmask]" target="_blank">[log in to unmask]> To: ATEG <[log in to unmask]" target="_blank">[log in to unmask]> Sent: Fri, Aug 26, 2011 6:41 pm Subject: Grammar Question A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here? From: Kathleen Bethell <[log in to unmask]" target="_blank">[log in to unmask]> Subject: Re: Membership in ATEG To: [log in to unmask]" target="_blank">[log in to unmask] Date: Friday, August 26, 2011, 12:16 PM
Thank you, Geoff – Amy already got in touch. ATEG folks are wonderful! P.S. I don’t know why the cc didn’t work; the address is correct. From: Assembly for the Teaching of English Grammar [[log in to unmask]&" target="_blank">mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Friday, August 26, 2011 10:39 AM To: [log in to unmask]" target="_blank">[log in to unmask] Subject: Re: Membership in ATEG Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]" target="_blank">[log in to unmask].
Geoff Layton I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status? Ivy Tech Community College As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially. See www.ateg.org for details, which are, we are happy to report, now accurate! Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room. So keep those cards and letters coming! To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
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To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
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========================================================================Date: Sun, 28 Aug 2011 00:03:21 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: "STAHLKE, HERBERT F" <[log in to unmask]>
Subject: Re: Grammar Question
In-Reply-To: <[log in to unmask]>
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========================================================================Date: Sun, 28 Aug 2011 09:15:16 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Scott Catledge <[log in to unmask]>
Subject: Re: ATEG Digest - 26 Aug 2011 to 27 Aug 2011 (#2011-160)
In-Reply-To: <[log in to unmask]>
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I am from the Deep South and have heard only "a history" and "an historic"
with the 'h' in historic not pronounced
except in slow formal discourse with each word accented and a full plus
juncture between each word. In other words,
even the university professors in schools or at SAMLA conventions normally
said "a history" but "an historic
[moment]."
Scott
-----Original Message-----
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of ATEG automatic digest system
Sent: Sunday, August 28, 2011 12:00 AM
To: [log in to unmask]
Subject: ATEG Digest - 26 Aug 2011 to 27 Aug 2011 (#2011-160)
There are 6 messages totalling 4114 lines in this issue.
Topics of the day:
1. Grammar Question (6)
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Date: Sat, 27 Aug 2011 11:33:00 -0500
From: John Dews-Alexander <[log in to unmask]>
Subject: Re: Grammar Question
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I certainly agree with you when it comes to usage and the folly of pressing
an "error" issue here, but I don't necessarily think "an historic hurricane"
sounds more grammatical than "a historic hurricane." I'm going purely off of
my instinct as a native speaker of English; perhaps there is a
regional/dialectal aspect concerning the degree to which one pronounces the
"h."
"An historic hurricane" doesn't sound ungrammatical to me, just odd. I see
what you're saying about the eliding that can take place, but it rings in my
ear as something done by people "not from around here."
I'll keep my ears open and listen for local usage. Maybe I'm off base on
this.
John
On Fri, Aug 26, 2011 at 10:37 PM, Geoffrey Layton <[log in to unmask]>wrote:
> Let's not dismiss this one so easily.
>
> In spite of what Grammar Girl says, does anyone honestly find that saying
> "a historic hurricane" out loud actually sound better than "an historic
> hurricane"? Only if the emphasis is on the indefinite article does "a
> historic" sound ok (it still sounds wrong to me even though I know it's
> right). However, if (as I would argue every native speaker does
> automatically), the sound of the article is naturally elided with the "h,"
> tonally forming one word "anistoric," then "an historic hurricane" is the
> proper choice - both orally and in writing. And why would the emphasis be
> placed on an indefinite article anyway? If we were talking about "the
> historic hurricane," then it makes some sense to emphasize "the," separating
> tonally the two words.
>
> The next reason to savor this problem a bit more is that it is not a
> grammar problem at all, but one of usage. So the question becomes (even if
> we agree that "a historic" is "right") which "errors" of usage are worth
> fighting over? My feeling is that this judgment should be based on meaning -
> does the "error" affect the meaning? So this one ("an historic") fails to
> meet just about any criteria that calls for correction. In fact, correcting
> this "error" may even reach the level of "hyper-correctness" where being
> "right" sounds wrong to everybody else except us schoolmarms (and, as
> mentioned earlier, it even sounds wrong to this schoolmarm), so that not
> only does "an historic" not affect the meaning negatively, it actually
> enhances the meaning if it enhances the ability of all of but a select
> audience to focus on what is being said rather than how it is being said.
>
> Geoff Layton
>
> ------------------------------
> Date: Fri, 26 Aug 2011 17:21:38 -0700
> From: [log in to unmask]
>
> Subject: Re: Grammar Question
> To: [log in to unmask]
>
> Thank you, Brad, M.T., and John for a quick response! I did not know the
> answer because I've heard both "a" and "an" used in front of "historic". I
> guess you would only use "an" if you pronounce "historic" with a silent "h".
> Carol
> --- On *Fri, 8/26/11, Brad Layton <[log in to unmask]>* wrote:
>
>
> From: Brad Layton <[log in to unmask]>
> Subject: Re: Grammar Question
> To: [log in to unmask]
> Date: Friday, August 26, 2011, 8:07 PM
>
> Carol, either is "correct." It simply depends on the idiolect of the
> individual speaking ... specifically, whether that person pronounces the
> "h" or does not pronounce the "h". I am unaware of any prescriptive case
> for the superiority of either that would hold water ... or 100 mph winds,
> for that matter ;) .
>
>
>
> -----Original Message-----
> From: Carol Morrison <[log in to unmask]>
> To: ATEG <[log in to unmask]>
> Sent: Fri, Aug 26, 2011 6:41 pm
> Subject: Grammar Question
>
> A friend just asked me which is correct: "a historic hurricane" or "an
> historic hurricane"? Can someone help me out here?
> Thanks!
> Carol
>
> --- On *Fri, 8/26/11, Kathleen Bethell <[log in to unmask][log in to unmask]>
> >* wrote:
>
>
> From: Kathleen Bethell <[log in to unmask][log in to unmask]>
> >
> Subject: Re: Membership in ATEG
> To: [log in to unmask][log in to unmask]>
> Date: Friday, August 26, 2011, 12:16 PM
>
> Thank you, Geoff Amy already got in touch. ATEG folks are wonderful!
>
> Kathi
> P.S. I dont know why the cc didnt work; the address is correct.
>
> *From:* Assembly for the Teaching of English Grammar [
> mailto:[log in to unmask][log in to unmask]&>]
> *On Behalf Of *Geoffrey Layton
> *Sent:* Friday, August 26, 2011 10:39 AM
> *To:* [log in to unmask][log in to unmask]>
> *Subject:* Re: Membership in ATEG
>
> Kathi - I passed on your question to our president, Amy Benjamin - but I
> tried to copy you on the message and got an undeliverable message for
> [log in to unmask][log in to unmask]>.
>
>
> Geoff Layton
>
> ------------------------------
> Date: Fri, 26 Aug 2011 10:19:07 -0400
> From: [log in to unmask][log in to unmask]>
> Subject: Re: Membership in ATEG
> To: [log in to unmask][log in to unmask]>
> I never received acknowledgement when I joined, so I am not sure if I am
> even on the rolls, yet. Is there some way I can check to find out my
> membership status?
>
> Kathi
>
> Kathleen Bethell
> Assistant Professor
> Liberal Arts, English
> Ivy Tech Community College
> 200 Daniels Way
> Bloomington, IN 47404
>
> *From:* Assembly for the Teaching of English Grammar [
> mailto:[log in to unmask][log in to unmask]&>]
> *On Behalf Of *Amy Benjamin
> *Sent:* Saturday, August 20, 2011 10:33 AM
> *To:* [log in to unmask][log in to unmask]>
> *Subject:* Membership in ATEG
>
> As you know, our hot new ATEG Journals are stacked and stampled in our
> mailroom (aka my basement) ready to go out to ATEG members. As we now do
> have a better system of keeping track of, acknowledging, and servicing ATEG
> members, please consider joining officially.
>
> See www.ateg.org for details, which are, we are happy to report, now
> accurate!
>
> Membership in ATEG allows you to receive the Journal, published twice
> yearly, and to keep ATEG as a (nagging) voice to our parent organization,
> NCTE. We maintain this listserv, our website, and are allowed to host a
> session at the NCTE annual conference. We also host an annual conference,
> gathering together all of the educators in the English-speaking,
> non-English-speaking, and non-speaking world, and non-world who are
> interested in the teaching of grammar. Thankfully, all of these people can
> fit easily into one room.
>
> So keep those cards and letters coming!
> Amy Benjamin
> ATEG co-president
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>
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>
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I certainly agree with you when it comes to usage and the folly of pressing an "error" issue here, but I don't necessarily think "an historic hurricane" sounds more grammatical than "a historic hurricane." I'm going purely off of my instinct as a native speaker of English; perhaps there is a regional/dialectal aspect concerning the degree to which one pronounces the "h."
"An historic hurricane" doesn't sound ungrammatical to me, just odd. I see what you're saying about the eliding that can take place, but it rings in my ear as something done by people "not from around here."
I'll keep my ears open and listen for local usage. Maybe I'm off base on this.
John
On Fri, Aug 26, 2011 at 10:37 PM, Geoffrey Layton <[log in to unmask]> wrote:
Let's not dismiss this one so easily. In spite of what Grammar Girl says, does anyone honestly find that saying "a historic hurricane" out loud actually sound better than "an historic hurricane"? Only if the emphasis is on the indefinite article does "a historic" sound ok (it still sounds wrong to me even though I know it's right). However, if (as I would argue every native speaker does automatically), the sound of the article is naturally elided with the "h," tonally forming one word "anistoric," then "an historic hurricane" is the proper choice - both orally and in writing. And why would the emphasis be placed on an indefinite article anyway? If we were talking about "the historic hurricane," then it makes some sense to emphasize "the," separating tonally the two words.
The next reason to savor this problem a bit more is that it is not a grammar problem at all, but one of usage. So the question becomes (even if we agree that "a historic" is "right") which "errors" of usage are worth fighting over? My feeling is that this judgment should be based on meaning - does the "error" affect the meaning? So this one ("an historic") fails to meet just about any criteria that calls for correction. In fact, correcting this "error" may even reach the level of "hyper-correctness" where being "right" sounds wrong to everybody else except us schoolmarms (and, as mentioned earlier, it even sounds wrong to this schoolmarm), so that not only does "an historic" not affect the meaning negatively, it actually enhances the meaning if it enhances the ability of all of but a select audience to focus on what is being said rather than how it is being said.
Geoff Layton
Date: Fri, 26 Aug 2011 17:21:38 -0700 From: [log in to unmask]Subject: Re: Grammar Question
To: [log in to unmask]
Thank you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h".
From: Brad Layton <[log in to unmask]>
Subject: Re: Grammar Question To: [log in to unmask] Date: Friday, August 26, 2011, 8:07 PM
Carol, either is "correct." It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h". I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) .
-----Original Message----- From: Carol Morrison < [log in to unmask]> To: ATEG < [log in to unmask]>
Sent: Fri, Aug 26, 2011 6:41 pm Subject: Grammar Question
A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here?
Thanks!
From: Kathleen Bethell <[log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]>
Subject: Re: Membership in ATEG To: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask] Date: Friday, August 26, 2011, 12:16 PM
Thank you, Geoff Amy already got in touch. ATEG folks are wonderful!
Kathi
P.S. I dont know why the cc didnt work; the address is correct.
From: Assembly for the Teaching of English Grammar [[log in to unmask]&" rel="nofollow" target="_blank">mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Friday, August 26, 2011 10:39 AM To: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]
Subject: Re: Membership in
ATEG
Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask].
Geoff Layton
I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?
Kathi
Assistant Professor
Liberal Arts, English
Ivy Tech Community College
200 Daniels Way
Bloomington, IN 47404
From: Assembly for the Teaching of English Grammar [[log in to unmask]&" rel="nofollow" target="_blank">mailto:ATEG@LISTSERV.MUOHIO.EDU] On Behalf Of Amy Benjamin
Sent: Saturday, August 20, 2011 10:33 AM To: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]
Subject: Membership in
ATEG
As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.
See www.ateg.org for details, which are, we are happy to report, now accurate!
Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.
So keep those cards and letters coming!
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
| To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
|
To join or leave this LISTSERV list, please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface
at:
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and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
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Date: Sat, 27 Aug 2011 09:50:01 -0700
From: Carol Morrison <[log in to unmask]>
Subject: Re: Grammar Question
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For some reason "an historic event" sounds better than "a historic event," but I agree with John that "a historic hurricane" sounds less awkward than "an historic hurricane." Perhaps, as Geoff said, when one says: "anistoric event," "an historic" is pronounced as one word because the word event follows it, and "event" begins with a vowel. It is easier to say "A historic hurricane" because both "h's" are pronounced, and "an historic hurricane" sounds too wordy or awkward. (I know none of that probably made any sense).
Carol
--- On Sat, 8/27/11, John Dews-Alexander <[log in to unmask]> wrote:
From: John Dews-Alexander <[log in to unmask]>
Subject: Re: Grammar Question
To: [log in to unmask]
Date: Saturday, August 27, 2011, 12:33 PM
I certainly agree with you when it comes to usage and the folly of pressing an "error" issue here, but I don't necessarily think "an historic hurricane" sounds more grammatical than "a historic hurricane." I'm going purely off of my instinct as a native speaker of English; perhaps there is a regional/dialectal aspect concerning the degree to which one pronounces the "h."
"An historic hurricane" doesn't sound ungrammatical to me, just odd. I see what you're saying about the eliding that can take place, but it rings in my ear as something done by people "not from around here."
I'll keep my ears open and listen for local usage. Maybe I'm off base on this.
John
On Fri, Aug 26, 2011 at 10:37 PM, Geoffrey Layton <[log in to unmask]> wrote:
Let's not dismiss this one so easily.
Â
In spite of what Grammar Girl says, does anyone honestly find that saying "a historic hurricane" out loud actually sound better than "an historic hurricane"? Only if the emphasis is on the indefinite article does "a historic" sound ok (it still sounds wrong to me even though I know it's right). However, if (as I would argue every native speaker does automatically), the sound of the article is naturally elided with the "h," tonally forming one word "anistoric," then "an historic hurricane" is the proper choice - both orally and in writing. And why would the emphasis be placed on an indefinite article anyway? If we were talking about "the historic hurricane," then it makes some sense to emphasize "the," separating tonally the two words.
Â
The next reason to savor this problem a bit more is that it is not a grammar problem at all, but one of usage. So the question becomes (even if we agree that "a historic" is "right") which "errors" of usage are worth fighting over? My feeling is that this judgment should be based on meaning - does the "error" affect the meaning? So this one ("an historic") fails to meet just about any criteria that calls for correction. In fact, correcting this "error" may even reach the level of "hyper-correctness" where being "right" sounds wrong to everybody else except us schoolmarms (and, as mentioned earlier, it even sounds wrong to this schoolmarm), so that not only does "an historic" not affect the meaning negatively, it actually enhances the meaning if it enhances the ability of all of but a select audience to focus on what is being said rather than how it is being said.
Geoff Layton
Â
Date: Fri, 26 Aug 2011 17:21:38 -0700
From: [log in to unmask]
Subject: Re: Grammar Question
To: [log in to unmask]
Thank you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h".
Carol
--- On Fri, 8/26/11, Brad Layton <[log in to unmask]> wrote:
From: Brad Layton <[log in to unmask]>
Subject: Re: Grammar Question
To: [log in to unmask]
Date: Friday, August 26, 2011, 8:07 PM
Carol, either is "correct." It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h". I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) .
-----Original Message-----
From: Carol Morrison <[log in to unmask]>
To: ATEG <[log in to unmask]>
Sent: Fri, Aug 26, 2011 6:41 pm
Subject: Grammar Question
A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here?
Thanks!
Carol
--- On Fri, 8/26/11, Kathleen Bethell <[log in to unmask]> wrote:
From: Kathleen Bethell <[log in to unmask]>
Subject: Re: Membership in ATEG
To: [log in to unmask]
Date: Friday, August 26, 2011, 12:16 PM
Thank you, Geoff â Amy already got in touch. ATEG folks are wonderful!
Â
Kathi
P.S. I donât know why the cc didnât work; the address is correct.
Â
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Friday, August 26, 2011 10:39 AM
To: [log in to unmask]
Subject: Re: Membership in ATEG
Â
Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]
Geoff Layton
Â
Date: Fri, 26 Aug 2011 10:19:07 -0400
From: [log in to unmask]
Subject: Re: Membership in ATEG
To: [log in to unmask]
I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?
Â
Kathi
Â
Kathleen Bethell
Assistant Professor
Liberal Arts, English
Ivy Tech Community College
200 Daniels Way
Bloomington, IN 47404
Â
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Amy Benjamin
Sent: Saturday, August 20, 2011 10:33 AM
To: [log in to unmask]
Subject: Membership in ATEG
Â
As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.
Â
See www.ateg.org for details, which are, we are happy to report, now accurate!
Â
Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.
Â
So keep those cards and letters coming!
Amy Benjamin
ATEG co-president
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface
at:
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and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
--0-785681720-1314463801=:7647
Content-Type: text/html; charset=utf-8
Content-Transfer-Encoding: quoted-printable
For some reason "an historic event" sounds better than "a historic event," but I agree with John that "a historic hurricane" sounds less awkward than "an historic hurricane." Perhaps, as Geoff said, when one says: "anistoric event," "an historic" is pronounced as one word because the word event follows it, and "event" begins with a vowel. It is easier to say "A historic hurricane" because both "h's" are pronounced, and "an historic hurricane" sounds too wordy or awkward. (I know none of that probably made any sense).
From: John Dews-Alexander <[log in to unmask]> Subject: Re: Grammar Question To: [log in to unmask] Date: Saturday, August 27, 2011, 12:33 PM
I certainly agree with you when it comes to usage and the folly of pressing an "error" issue here, but I don't necessarily think "an historic hurricane" sounds more grammatical than "a historic hurricane." I'm going purely off of my instinct as a native speaker of English; perhaps there is a regional/dialectal aspect concerning the degree to which one pronounces the "h." "An historic hurricane" doesn't sound ungrammatical to me, just odd. I see what you're saying about the eliding that can take place, but it rings in my ear as something done by people "not from around here." I'll keep my ears open and listen for local usage. Maybe I'm off base on this. John
On Fri, Aug 26, 2011 at 10:37 PM, Geoffrey Layton <[log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]> wrote:
Let's not dismiss this one so easily. In spite of what Grammar Girl says, does anyone honestly find that saying "a historic hurricane" out loud actually sound better than "an historic hurricane"? Only if the emphasis is on the indefinite article does "a historic" sound ok (it still sounds wrong to me even though I know it's right). However, if (as I would argue every native speaker does automatically), the sound of the article is naturally elided with the "h," tonally forming one word "anistoric," then "an historic hurricane" is the proper choice - both orally and in writing. And why would the emphasis be placed on an indefinite article anyway? If we were talking about "the historic hurricane," then it makes some sense to emphasize "the," separating tonally the two words. The next reason to savor this problem a bit more is that it is not a grammar problem at all, but one of usage. So the question becomes
(even if we agree that "a historic" is "right") which "errors" of usage are worth fighting over? My feeling is that this judgment should be based on meaning - does the "error" affect the meaning? So this one ("an historic") fails to meet just about any criteria that calls for correction. In fact, correcting this "error" may even reach the level of "hyper-correctness" where being "right" sounds wrong to everybody else except us schoolmarms (and, as mentioned earlier, it even sounds wrong to this schoolmarm), so that not only does "an historic" not affect the meaning negatively, it actually enhances the meaning if it enhances the ability of all of but a select audience to focus on what is being said rather than how it is being said. Geoff Layton
Date: Fri, 26 Aug 2011 17:21:38 -0700 From: [log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]"> [log in to unmask]
Subject: Re: Grammar Question To: [log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]"> [log in to unmask]
Thank you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h".
From: Brad Layton <[log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask]> Subject: Re: Grammar Question To: [log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]">[log in to unmask] Date: Friday, August 26, 2011, 8:07 PM
Carol, either is "correct." It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h". I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) .
-----Original Message----- From: Carol Morrison < [log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]"> [log in to unmask]> To: ATEG < [log in to unmask]" rel=nofollow target=_blank ymailto="mailto:[log in to unmask]"> [log in to unmask]> Sent: Fri, Aug 26, 2011 6:41 pm Subject: Grammar Question
A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here?
Thanks!
From: Kathleen Bethell <[log in to unmask]" rel=nofollow target=_blank>[log in to unmask]> Subject: Re: Membership in ATEG To: [log in to unmask]" rel=nofollow target=_blank>[log in to unmask] Date: Friday, August 26, 2011, 12:16 PM
Thank you, Geoff â Amy already got in touch. ATEG folks are wonderful!
Kathi
P.S. I donât know why the cc didnât work; the address is correct.
From: Assembly for the Teaching of English Grammar [[log in to unmask]&" rel=nofollow target=_blank>mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Friday, August 26, 2011 10:39 AM To: [log in to unmask]" rel=nofollow target=_blank>[log in to unmask] Subject: Re: Membership in ATEG
Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]" rel=nofollow target=_blank>[log in to unmask].
Geoff Layton
I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?
Kathi
Assistant Professor
Liberal Arts, English
Ivy Tech Community College
200 Daniels Way
Bloomington, IN 47404
From: Assembly for the Teaching of English Grammar [[log in to unmask]&" rel=nofollow target=_blank>mailto:[log in to unmask]] On Behalf Of Amy Benjamin Sent: Saturday, August 20, 2011 10:33 AM To: [log in to unmask]" rel=nofollow target=_blank>[log in to unmask] Subject: Membership in ATEG
As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.
See www.ateg.org for details, which are, we are happy to report, now accurate!
Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.
So keep those cards and letters coming!
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
| To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
| To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
|
To join or leave this LISTSERV list, please visit the list's web interface
at:
http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
--0-785681720-1314463801=:7647--
------------------------------
Date: Sat, 27 Aug 2011 14:02:07 -0400
From: "STAHLKE, HERBERT F" <[log in to unmask]>
Subject: Re: Grammar Question
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Date: Sat, 27 Aug 2011 14:58:31 -0500
From: Geoffrey Layton <[log in to unmask]>
Subject: Re: Grammar Question
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Herb - I'd rephrase this - instead of saying it's a matter of whether you prononce the or not, I'd suggest that it's a matter of whether you are forced to pronounce it. In other words, if precedes "historic hurricane," then the , in historic must be pronounced; if , precedes, then it isn't pronounced and becomes elided. My contention is that this is an issue of usage, not grammar. To me (and I'm about as non-regional as they come, although I suppose being totally non-regional is impossible), "a historic" (where both the and the must be pronounced as separate sounds) appears totally unnatural, both to the eye and to the ear.
Geoff Layton
Date: Sat, 27 Aug 2011 14:02:07 -0400
From: [log in to unmask]
Subject: Re: Grammar Question
To: [log in to unmask]
I dont think theres any remote or prosodic effect here. Its strictly a matter of whether you pronounce the initial or not. I normally say a historic
with the /h/, but I find myself occasionally eliding the /h/ and using an. The pronunciation with both the /n/ and the /h/ arises, I think, from a misunderstanding of the rule. Its more common in BrE to elide the /h/ than in American English, and I suspect thats where the misunderstanding applies. I have heard lots of American newsreaders use an with the /h/, and I think theyve been taught that prescriptively. Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Carol Morrison
Sent: Saturday, August 27, 2011 12:50 PM
To: [log in to unmask]
Subject: Re: Grammar Question For some reason "an historic event" sounds better than "a historic event," but I agree with John that "a historic hurricane" sounds less awkward than "an historic hurricane." Perhaps, as Geoff said, when one says: "anistoric event," "an historic" is pronounced as one word because the word event follows it, and "event" begins with a vowel. It is easier to say "A historic hurricane" because both "h's" are pronounced, and "an historic hurricane" sounds too wordy or awkward. (I know none of that probably made any sense).Carol
--- On Sat, 8/27/11, John Dews-Alexander <[log in to unmask]> wrote:
From: John Dews-Alexander <[log in to unmask]>
Subject: Re: Grammar Question
To: [log in to unmask]
Date: Saturday, August 27, 2011, 12:33 PMI certainly agree with you when it comes to usage and the folly of pressing an "error" issue here, but I don't necessarily think "an historic hurricane" sounds more grammatical than "a historic hurricane." I'm going purely off of my instinct as a native speaker of English; perhaps there is a regional/dialectal aspect concerning the degree to which one pronounces the "h."
"An historic hurricane" doesn't sound ungrammatical to me, just odd. I see what you're saying about the eliding that can take place, but it rings in my ear as something done by people "not from around here."
I'll keep my ears open and listen for local usage. Maybe I'm off base on this.
JohnOn Fri, Aug 26, 2011 at 10:37 PM, Geoffrey Layton <[log in to unmask]> wrote:Let's not dismiss this one so easily.
In spite of what Grammar Girl says, does anyone honestly find that saying "a historic hurricane" out loud actually sound better than "an historic hurricane"? Only if the emphasis is on the indefinite article does "a historic" sound ok (it still sounds wrong to me even though I know it's right). However, if (as I would argue every native speaker does automatically), the sound of the article is naturally elided with the "h," tonally forming one word "anistoric," then "an historic hurricane" is the proper choice - both orally and in writing. And why would the emphasis be placed on an indefinite article anyway? If we were talking about "the historic hurricane," then it makes some sense to emphasize "the," separating tonally the two words.
The next reason to savor this problem a bit more is that it is not a grammar problem at all, but one of usage. So the question becomes (even if we agree that "a historic" is "right") which "errors" of usage are worth fighting over? My feeling is that this judgment should be based on meaning - does the "error" affect the meaning? So this one ("an historic") fails to meet just about any criteria that calls for correction. In fact, correcting this "error" may even reach the level of "hyper-correctness" where being "right" sounds wrong to everybody else except us schoolmarms (and, as mentioned earlier, it even sounds wrong to this schoolmarm), so that not only does "an historic" not affect the meaning negatively, it actually enhances the meaning if it enhances the ability of all of but a select audience to focus on what is being said rather than how it is being said.
Geoff Layton
Date: Fri, 26 Aug 2011 17:21:38 -0700
From: [log in to unmask]
Subject: Re: Grammar Question
To: [log in to unmask] you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h".Carol
--- On Fri, 8/26/11, Brad Layton <[log in to unmask]> wrote:
From: Brad Layton <[log in to unmask]>
Subject: Re: Grammar Question
To: [log in to unmask]
Date: Friday, August 26, 2011, 8:07 PMCarol, either is "correct." It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h". I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) . -----Original Message-----
From: Carol Morrison <[log in to unmask]>
To: ATEG <[log in to unmask]>
Sent: Fri, Aug 26, 2011 6:41 pm
Subject: Grammar QuestionA friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here?Thanks!Carol
--- On Fri, 8/26/11, Kathleen Bethell <[log in to unmask]> wrote:
From: Kathleen Bethell <[log in to unmask]>
Subject: Re: Membership in ATEG
To: [log in to unmask]
Date: Friday, August 26, 2011, 12:16 PMThank you, Geoff Amy already got in touch. ATEG folks are wonderful! Kathi P.S. I dont know why the cc didnt work; the address is correct. From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Friday, August 26, 2011 10:39 AM
To: [log in to unmask]
Subject: Re: Membership in ATEG Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]
Geoff Layton
Date: Fri, 26 Aug 2011 10:19:07 -0400
From: [log in to unmask]
Subject: Re: Membership in ATEG
To: [log in to unmask] never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status? Kathi Kathleen BethellAssistant Professor Liberal Arts, English Ivy Tech Community College 200 Daniels Way Bloomington, IN 47404 From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Amy Benjamin
Sent: Saturday, August 20, 2011 10:33 AM
To: [log in to unmask]
Subject: Membership in ATEG As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially. See www.ateg.org for details, which are, we are happy to report, now accurate! Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room. So keep those cards and letters coming!Amy BenjaminATEG co-presidentTo join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/
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Herb - I'd rephrase this - instead of saying it's a matter of whether you prononce the <h> or not, I'd suggest that it's a matter of whether you are forced to pronounce it. In other words, if <a> precedes "historic hurricane," then the ,<h> in historic must be pronounced; if ,<an> precedes, then it isn't pronounced and becomes elided. My contention is that this is an issue of usage, not grammar. To me (and I'm about as non-regional as they come, although I suppose being totally non-regional is impossible), "a historic" (where both the <a> and the <h> must be pronounced as separate sounds) appears totally unnatural, both to the eye and to the ear. Geoff Layton
Date: Sat, 27 Aug 2011 14:02:07 -0400 From: [log in to unmask]Subject: Re: Grammar Question To: [log in to unmask]
I dont think theres any remote or prosodic effect here. Its strictly a matter of whether you pronounce the initial <h> or not. I normally say a historic
with the /h/, but I find myself occasionally eliding the /h/ and using an. The pronunciation with both the /n/ and the /h/ arises, I think, from a misunderstanding of the rule. Its more common in BrE to elide the /h/ than in American English, and I suspect thats where the misunderstanding applies. I have heard lots of American newsreaders use an with the /h/, and I think theyve been taught that prescriptively. Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Carol Morrison Sent: Saturday, August 27, 2011 12:50 PM To: [log in to unmask] Subject: Re: Grammar Question For some reason "an historic event" sounds better than "a historic event," but I agree with John that "a historic hurricane" sounds less awkward than "an historic hurricane." Perhaps, as Geoff said, when one says: "anistoric event," "an historic" is pronounced as one word because the word event follows it, and "event" begins with a vowel. It is easier to say "A historic hurricane" because both "h's" are pronounced, and "an historic hurricane" sounds too wordy or awkward. (I know none of that probably made any sense). From: John Dews-Alexander <[log in to unmask]> Subject: Re: Grammar Question To: [log in to unmask] Date: Saturday, August 27, 2011, 12:33 PM
I certainly agree with you when it comes to usage and the folly of pressing an "error" issue here, but I don't necessarily think "an historic hurricane" sounds more grammatical than "a historic hurricane." I'm going purely off of my instinct as a native speaker of English; perhaps there is a regional/dialectal aspect concerning the degree to which one pronounces the "h."
"An historic hurricane" doesn't sound ungrammatical to me, just odd. I see what you're saying about the eliding that can take place, but it rings in my ear as something done by people "not from around here."
I'll keep my ears open and listen for local usage. Maybe I'm off base on this.
John On Fri, Aug 26, 2011 at 10:37 PM, Geoffrey Layton <[log in to unmask]" target="_blank">[log in to unmask]> wrote: Let's not dismiss this one so easily. In spite of what Grammar Girl says, does anyone honestly find that saying "a historic hurricane" out loud actually sound better than "an historic hurricane"? Only if the emphasis is on the indefinite article does "a historic" sound ok (it still sounds wrong to me even though I know it's right). However, if (as I would argue every native speaker does automatically), the sound of the article is naturally elided with the "h," tonally forming one word "anistoric," then "an historic hurricane" is the proper choice - both orally and in writing. And why would the emphasis be placed on an indefinite article anyway? If we were talking about "the historic hurricane," then it makes some sense to emphasize "the," separating tonally the two words. The next reason to savor this problem a bit more is that it is not a grammar problem at all, but one of usage. So the question becomes (even if we agree that "a historic" is "right") which "errors" of usage are worth fighting over? My feeling is that this judgment should be based on meaning - does the "error" affect the meaning? So this one ("an historic") fails to meet just about any criteria that calls for correction. In fact, correcting this "error" may even reach the level of "hyper-correctness" where being "right" sounds wrong to everybody else except us schoolmarms (and, as mentioned earlier, it even sounds wrong to this schoolmarm), so that not only does "an historic" not affect the meaning negatively, it actually enhances the meaning if it enhances the ability of all of but a select audience to focus on what is being said rather than how it is being said.
Geoff Layton
Date: Fri, 26 Aug 2011 17:21:38 -0700 From: [log in to unmask]" target="_blank">[log in to unmask] Subject: Re: Grammar Question To: [log in to unmask]" target="_blank">[log in to unmask]
Thank you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h". From: Brad Layton <[log in to unmask]" target="_blank">[log in to unmask]> Subject: Re: Grammar Question To: [log in to unmask]" target="_blank">[log in to unmask] Date: Friday, August 26, 2011, 8:07 PM
Carol, either is "correct." It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h". I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) . -----Original Message----- From: Carol Morrison <[log in to unmask]" target="_blank">[log in to unmask]> To: ATEG <[log in to unmask]" target="_blank">[log in to unmask]> Sent: Fri, Aug 26, 2011 6:41 pm Subject: Grammar Question A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here? From: Kathleen Bethell <[log in to unmask]" target="_blank">[log in to unmask]> Subject: Re: Membership in ATEG To: [log in to unmask]" target="_blank">[log in to unmask] Date: Friday, August 26, 2011, 12:16 PM
Thank you, Geoff Amy already got in touch. ATEG folks are wonderful! P.S. I dont know why the cc didnt work; the address is correct. From: Assembly for the Teaching of English Grammar [[log in to unmask]&" target="_blank">mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Friday, August 26, 2011 10:39 AM To: [log in to unmask]" target="_blank">[log in to unmask] Subject: Re: Membership in ATEG Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]" target="_blank">[log in to unmask].
Geoff Layton I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status? Ivy Tech Community College As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially. See www.ateg.org for details, which are, we are happy to report, now accurate! Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room. So keep those cards and letters coming! To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
|
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To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
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Date: Sat, 27 Aug 2011 17:52:03 -0400
From: "Peter H. Fries" <[log in to unmask]>
Subject: Re: Grammar Question
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Have I missed some mention of accent here? It seems to me that the placement
of word accent influences whether h is optional or not. (or more properly,
the probability of its appearance.) I certainly alternate in my
pronunciation of historic either pronouncing or not pronouncing the
initial h. However I am much less likely to omit the initial h in
history, where the initial syllable is accented. The elision of initial
h is quite common in words such as him and his, which are regularly
unaccented. But compare the pronunciations of him in *give* it to him
vs. give it to *him*. (Asterisks indicate sentence stress.) I am much more
likely to omit the initial h in the first version than I am in the second.
For those members of the list who are less familiar with English dialects,
the pronunciation of initial h (both omission of h and insertion of h
where it doesnt belong) is a feature that distinguishes many dialects,
particularly British dialects. (Of course, talking about places where sounds
are omitted or where they dont belong is only possible if one chooses
the proper dialect as a reference point. So far as the speakers of the h
insertion dialects are concerned, the h belongs there, its all the
other speakers who omit it.)
You may enjoy an old story from my family that turns on this difference in
pronunciation of initial h.
Many years ago (I suspect that it occurred in 1928 or 1929), when my parents
were in England, they visited William Craigie (editor of the OED) and his
wife, and at the end of the evening meal a considerable amount of one of
the dishes had been left over, so Mrs. Craigie told the housekeeper that she
should keep it over night and heat it up for breakfast. The next morning,
when the dish didnt appear, Mrs. Craigie asked after the dish, and the
answer came back Oh, You said I could heat it up for breakfast, so I het it
up.
Peter
On Fri, Aug 26, 2011 at 11:37 PM, Geoffrey Layton <[log in to unmask]>wrote:
> Let's not dismiss this one so easily.
>
> In spite of what Grammar Girl says, does anyone honestly find that saying
> "a historic hurricane" out loud actually sound better than "an historic
> hurricane"? Only if the emphasis is on the indefinite article does "a
> historic" sound ok (it still sounds wrong to me even though I know it's
> right). However, if (as I would argue every native speaker does
> automatically), the sound of the article is naturally elided with the "h,"
> tonally forming one word "anistoric," then "an historic hurricane" is the
> proper choice - both orally and in writing. And why would the emphasis be
> placed on an indefinite article anyway? If we were talking about "the
> historic hurricane," then it makes some sense to emphasize "the," separating
> tonally the two words.
>
> The next reason to savor this problem a bit more is that it is not a
> grammar problem at all, but one of usage. So the question becomes (even if
> we agree that "a historic" is "right") which "errors" of usage are worth
> fighting over? My feeling is that this judgment should be based on meaning -
> does the "error" affect the meaning? So this one ("an historic") fails to
> meet just about any criteria that calls for correction. In fact, correcting
> this "error" may even reach the level of "hyper-correctness" where being
> "right" sounds wrong to everybody else except us schoolmarms (and, as
> mentioned earlier, it even sounds wrong to this schoolmarm), so that not
> only does "an historic" not affect the meaning negatively, it actually
> enhances the meaning if it enhances the ability of all of but a select
> audience to focus on what is being said rather than how it is being said.
>
> Geoff Layton
>
> ------------------------------
> Date: Fri, 26 Aug 2011 17:21:38 -0700
> From: [log in to unmask]
> Subject: Re: Grammar Question
> To: [log in to unmask]
>
> Thank you, Brad, M.T., and John for a quick response! I did not know the
> answer because I've heard both "a" and "an" used in front of "historic". I
> guess you would only use "an" if you pronounce "historic" with a silent "h".
> Carol
> --- On *Fri, 8/26/11, Brad Layton <[log in to unmask]>* wrote:
>
>
> From: Brad Layton <[log in to unmask]>
> Subject: Re: Grammar Question
> To: [log in to unmask]
> Date: Friday, August 26, 2011, 8:07 PM
>
> Carol, either is "correct." It simply depends on the idiolect of the
> individual speaking ... specifically, whether that person pronounces the
> "h" or does not pronounce the "h". I am unaware of any prescriptive case
> for the superiority of either that would hold water ... or 100 mph winds,
> for that matter ;) .
>
>
>
> -----Original Message-----
> From: Carol Morrison <[log in to unmask]>
> To: ATEG <[log in to unmask]>
> Sent: Fri, Aug 26, 2011 6:41 pm
> Subject: Grammar Question
>
> A friend just asked me which is correct: "a historic hurricane" or "an
> historic hurricane"? Can someone help me out here?
> Thanks!
> Carol
>
> --- On *Fri, 8/26/11, Kathleen Bethell <[log in to unmask][log in to unmask] >
> >* wrote:
>
>
> From: Kathleen Bethell <[log in to unmask][log in to unmask]>
> >
> Subject: Re: Membership in ATEG
> To: [log in to unmask][log in to unmask]>
> Date: Friday, August 26, 2011, 12:16 PM
>
> Thank you, Geoff Amy already got in touch. ATEG folks are wonderful!
>
> Kathi
> P.S. I dont know why the cc didnt work; the address is correct.
>
> *From:* Assembly for the Teaching of English Grammar [
> mailto:[log in to unmask][log in to unmask]&>]
> *On Behalf Of *Geoffrey Layton
> *Sent:* Friday, August 26, 2011 10:39 AM
> *To:* [log in to unmask][log in to unmask]>
> *Subject:* Re: Membership in ATEG
>
> Kathi - I passed on your question to our president, Amy Benjamin - but I
> tried to copy you on the message and got an undeliverable message for
> [log in to unmask][log in to unmask]>.
>
>
> Geoff Layton
>
> ------------------------------
> Date: Fri, 26 Aug 2011 10:19:07 -0400
> From: [log in to unmask][log in to unmask]>
> Subject: Re: Membership in ATEG
> To: [log in to unmask][log in to unmask]>
> I never received acknowledgement when I joined, so I am not sure if I am
> even on the rolls, yet. Is there some way I can check to find out my
> membership status?
>
> Kathi
>
> Kathleen Bethell
> Assistant Professor
> Liberal Arts, English
> Ivy Tech Community College
> 200 Daniels Way
> Bloomington, IN 47404
>
> *From:* Assembly for the Teaching of English Grammar [
> mailto:[log in to unmask][log in to unmask]&>]
> *On Behalf Of *Amy Benjamin
> *Sent:* Saturday, August 20, 2011 10:33 AM
> *To:* [log in to unmask][log in to unmask]>
> *Subject:* Membership in ATEG
>
> As you know, our hot new ATEG Journals are stacked and stampled in our
> mailroom (aka my basement) ready to go out to ATEG members. As we now do
> have a better system of keeping track of, acknowledging, and servicing ATEG
> members, please consider joining officially.
>
> See www.ateg.org for details, which are, we are happy to report, now
> accurate!
>
> Membership in ATEG allows you to receive the Journal, published twice
> yearly, and to keep ATEG as a (nagging) voice to our parent organization,
> NCTE. We maintain this listserv, our website, and are allowed to host a
> session at the NCTE annual conference. We also host an annual conference,
> gathering together all of the educators in the English-speaking,
> non-English-speaking, and non-speaking world, and non-world who are
> interested in the teaching of grammar. Thankfully, all of these people can
> fit easily into one room.
>
> So keep those cards and letters coming!
> Amy Benjamin
> ATEG co-president
> To join or leave this LISTSERV list, please visit the list's web interface
> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
> leave the list"
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> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
> leave the list" Visit ATEG's web site at http://ateg.org/
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> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
> leave the list"
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> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
> leave the list"
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>
> To join or leave this LISTSERV list, please visit the list's web interface
> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
> leave the list"
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>
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>
--
Peter H. Fries
Box 310
Mount Pleasant MI 48804
Phone: 989-644-3384
Cell: 989-400-3764
Email: [log in to unmask]
Web page: >
[among 'emeritus faculty']
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Have I missed some mention of accent here? It seems to me
that the placement of word accent influences whether âhâ is optional or not. (or more properly, the probability of its appearance.) I
certainly alternate in my pronunciation of âhistoricâ either pronouncing or not
pronouncing the initial âhâ. However I am much less likely to omit the initial
âhâ in âhistoryâ, where the initial syllable is accented. The elision of initial âhâ is quite common in
words such as âhimâ and âhisâ, which are regularly unaccented. But compare the pronunciations of âhimâ in â*give*
it to himâ vs. âgive it to *him*â. (Asterisks indicate sentence stress.) I am
much more likely to omit the initial âhâ in the first version than I am in the
second. Â
For those members of the list who are less familiar with
English dialects, the pronunciation of initial âhâ (both omission of âhâ and
insertion of âhâ where it âdoesnât belongâ) is a feature that distinguishes
many dialects, particularly British dialects. (Of course, talking about places
where sounds are âomittedâ or where they âdonât belongâ is only possible if one
chooses the proper dialect as a reference point. So far as the speakers of the
ââhâ insertionâ Â dialects are concerned,
the âhâ belongs there, itâs all the other speakers who omit it.)
Â
You may enjoy an old story from my family that turns on this
difference in pronunciation of initial âhâ.
Many years ago (I suspect that it occurred in 1928 or 1929),
when my parents were in England, they visited William Craigie (editor of the
OED) and his wife, and at the end of the evening meal a considerable amount of one of the dishes
had been left over, so Mrs. Craigie told the housekeeper that she should keep
it over night and âheat it up for breakfastâ. The next morning, when the dish
didnât appear, Mrs. Craigie asked after the dish, and the answer came back âOh,
You said I could heat it up for breakfast, so I het it up.âÂ
Peter
On Fri, Aug 26, 2011 at 11:37 PM, Geoffrey Layton <[log in to unmask]> wrote:
Let's not dismiss this one so easily.  In spite of what Grammar Girl says, does anyone honestly find that saying "a historic hurricane" out loud actually sound better than "an historic hurricane"? Only if the emphasis is on the indefinite article does "a historic" sound ok (it still sounds wrong to me even though I know it's right). However, if (as I would argue every native speaker does automatically), the sound of the article is naturally elided with the "h," tonally forming one word "anistoric," then "an historic hurricane" is the proper choice - both orally and in writing. And why would the emphasis be placed on an indefinite article anyway? If we were talking about "the historic hurricane," then it makes some sense to emphasize "the," separating tonally the two words.
 The next reason to savor this problem a bit more is that it is not a grammar problem at all, but one of usage. So the question becomes (even if we agree that "a historic" is "right") which "errors" of usage are worth fighting over? My feeling is that this judgment should be based on meaning - does the "error" affect the meaning? So this one ("an historic") fails to meet just about any criteria that calls for correction. In fact, correcting this "error" may even reach the level of "hyper-correctness" where being "right" sounds wrong to everybody else except us schoolmarms (and, as mentioned earlier, it even sounds wrong to this schoolmarm), so that not only does "an historic" not affect the meaning negatively, it actually enhances the meaning if it enhances the ability of all of but a select audience to focus on what is being said rather than how it is being said.
Geoff Layton Â
Date: Fri, 26 Aug 2011 17:21:38 -0700 From: [log in to unmask]Subject: Re: Grammar Question To: [log in to unmask]
Thank you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h".
From: Brad Layton <[log in to unmask]>
Subject: Re: Grammar Question To: [log in to unmask] Date: Friday, August 26, 2011, 8:07 PM
Carol, either is "correct." It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h". I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) .
-----Original Message----- From: Carol Morrison < [log in to unmask]> To: ATEG < [log in to unmask]>
Sent: Fri, Aug 26, 2011 6:41 pm Subject: Grammar Question
A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here?
Thanks!
From: Kathleen Bethell <[log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]>
Subject: Re: Membership in ATEG To: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask] Date: Friday, August 26, 2011, 12:16 PM
Thank you, Geoff â Amy already got in touch. ATEG folks are wonderful!
Â
Kathi
P.S. I donât know why the cc didnât work; the address is correct.
Â
From: Assembly for the Teaching of English Grammar [[log in to unmask]&" rel="nofollow" target="_blank">mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Friday, August 26, 2011 10:39 AM To: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]
Subject: Re: Membership in
ATEG
Â
Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask].
Geoff Layton Â
I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?
Â
Kathi
Â
Assistant Professor
Liberal Arts, English
Ivy Tech Community College
200 Daniels Way
Bloomington, IN 47404
Â
From: Assembly for the Teaching of English Grammar [[log in to unmask]&" rel="nofollow" target="_blank">mailto:[log in to unmask]] On Behalf Of Amy Benjamin
Sent: Saturday, August 20, 2011 10:33 AM To: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]
Subject: Membership in
ATEG
Â
As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.
See www.ateg.org for details, which are, we are happy to report, now accurate!
Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.
So keep those cards and letters coming!
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
| To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
|
To join or leave this LISTSERV list, please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
To join or leave this LISTSERV list, please visit the list's web interface at:
http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"
Visit ATEG's web site at http://ateg.org/
-- Peter H. Fries
Box 310 Mount Pleasant MI 48804
Phone:Â 989-644-3384 Cell:Â Â Â 989-400-3764
Email:Â [log in to unmask]
      Web page: <http://cmich.edu/chsbs/x23516.xml> [among 'emeritus faculty']
     Â
To join or leave this LISTSERV list, please visit the list's web interface
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--000e0cd522621f96db04ab83acf7--
------------------------------
Date: Sat, 27 Aug 2011 23:54:47 -0400
From: "STAHLKE, HERBERT F" <[log in to unmask]>
Subject: Re: Grammar Question
--_000_0DDF38BA66ECD847B39F1FD4C801D5431C756396E5EMAILBACKEND0_
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Geoff,
Speaking phonetically, what happens in "a historical" is that the /h/, rather like the /h/ in "ahead," actually gets voiced and we get a moment of what phoneticians and the IPA call "murmur" or "breathy voicing." The is pronounced as a schwa. Since we don't, unlike Hindi, have breathy voiced consonants in English, we don't recognize this bit of breathy voicing as such and assume either that there's no /h/ pronounced or that it's pronounced in its fully voiceless form. By the way, if you consider your speech to be non-regional, I'll hazard a guess that you're a Northern Midlands speaker.
Herb
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
Sent: Saturday, August 27, 2011 3:59 PM
To: [log in to unmask]
Subject: Re: Grammar Question
Herb -
I'd rephrase this - instead of saying it's a matter of whether you prononce the or not, I'd suggest that it's a matter of whether you are forced to pronounce it. In other words, if precedes "historic hurricane," then the , in historic must be pronounced; if , precedes, then it isn't pronounced and becomes elided. My contention is that this is an issue of usage, not grammar. To me (and I'm about as non-regional as they come, although I suppose being totally non-regional is impossible), "a historic" (where both the and the must be pronounced as separate sounds) appears totally unnatural, both to the eye and to the ear.
Geoff Layton
________________________________
Date: Sat, 27 Aug 2011 14:02:07 -0400
From: [log in to unmask]
Subject: Re: Grammar Question
To: [log in to unmask]
I don't think there's any remote or prosodic effect here. It's strictly a matter of whether you pronounce the initial or not. I normally say "a historic..." with the /h/, but I find myself occasionally eliding the /h/ and using "an." The pronunciation with both the /n/ and the /h/ arises, I think, from a misunderstanding of the rule. It's more common in BrE to elide the /h/ than in American English, and I suspect that's where the misunderstanding applies. I have heard lots of American newsreaders use "an" with the /h/, and I think they've been taught that prescriptively.
Herb
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Carol Morrison
Sent: Saturday, August 27, 2011 12:50 PM
To: [log in to unmask]
Subject: Re: Grammar Question
For some reason "an historic event" sounds better than "a historic event," but I agree with John that "a historic hurricane" sounds less awkward than "an historic hurricane." Perhaps, as Geoff said, when one says: "anistoric event," "an historic" is pronounced as one word because the word event follows it, and "event" begins with a vowel. It is easier to say "A historic hurricane" because both "h's" are pronounced, and "an historic hurricane" sounds too wordy or awkward. (I know none of that probably made any sense).
Carol
--- On Sat, 8/27/11, John Dews-Alexander <[log in to unmask]> wrote:
From: John Dews-Alexander <[log in to unmask]>
Subject: Re: Grammar Question
To: [log in to unmask]
Date: Saturday, August 27, 2011, 12:33 PM
I certainly agree with you when it comes to usage and the folly of pressing an "error" issue here, but I don't necessarily think "an historic hurricane" sounds more grammatical than "a historic hurricane." I'm going purely off of my instinct as a native speaker of English; perhaps there is a regional/dialectal aspect concerning the degree to which one pronounces the "h."
"An historic hurricane" doesn't sound ungrammatical to me, just odd. I see what you're saying about the eliding that can take place, but it rings in my ear as something done by people "not from around here."
I'll keep my ears open and listen for local usage. Maybe I'm off base on this.
John
On Fri, Aug 26, 2011 at 10:37 PM, Geoffrey Layton <[log in to unmask][log in to unmask]>> wrote:
Let's not dismiss this one so easily.
In spite of what Grammar Girl says, does anyone honestly find that saying "a historic hurricane" out loud actually sound better than "an historic hurricane"? Only if the emphasis is on the indefinite article does "a historic" sound ok (it still sounds wrong to me even though I know it's right). However, if (as I would argue every native speaker does automatically), the sound of the article is naturally elided with the "h," tonally forming one word "anistoric," then "an historic hurricane" is the proper choice - both orally and in writing. And why would the emphasis be placed on an indefinite article anyway? If we were talking about "the historic hurricane," then it makes some sense to emphasize "the," separating tonally the two words.
The next reason to savor this problem a bit more is that it is not a grammar problem at all, but one of usage. So the question becomes (even if we agree that "a historic" is "right") which "errors" of usage are worth fighting over? My feeling is that this judgment should be based on meaning - does the "error" affect the meaning? So this one ("an historic") fails to meet just about any criteria that calls for correction. In fact, correcting this "error" may even reach the level of "hyper-correctness" where being "right" sounds wrong to everybody else except us schoolmarms (and, as mentioned earlier, it even sounds wrong to this schoolmarm), so that not only does "an historic" not affect the meaning negatively, it actually enhances the meaning if it enhances the ability of all of but a select audience to focus on what is being said rather than how it is being said.
Geoff Layton
________________________________
Date: Fri, 26 Aug 2011 17:21:38 -0700
From: [log in to unmask][log in to unmask]>
Subject: Re: Grammar Question
To: [log in to unmask][log in to unmask]>
Thank you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h".
Carol
--- On Fri, 8/26/11, Brad Layton <[log in to unmask][log in to unmask]>> wrote:
From: Brad Layton <[log in to unmask][log in to unmask]>>
Subject: Re: Grammar Question
To: [log in to unmask][log in to unmask]>
Date: Friday, August 26, 2011, 8:07 PM
Carol, either is "correct." It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h". I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) .
-----Original Message-----
From: Carol Morrison <[log in to unmask][log in to unmask]>>
To: ATEG <[log in to unmask][log in to unmask]>>
Sent: Fri, Aug 26, 2011 6:41 pm
Subject: Grammar Question
A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here?
Thanks!
Carol
--- On Fri, 8/26/11, Kathleen Bethell <[log in to unmask][log in to unmask]>> wrote:
From: Kathleen Bethell <[log in to unmask][log in to unmask]>>
Subject: Re: Membership in ATEG
To: [log in to unmask][log in to unmask]>
Date: Friday, August 26, 2011, 12:16 PM
Thank you, Geoff - Amy already got in touch. ATEG folks are wonderful!
Kathi
P.S. I don't know why the cc didn't work; the address is correct.
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask][log in to unmask]&>] On Behalf Of Geoffrey Layton
Sent: Friday, August 26, 2011 10:39 AM
To: [log in to unmask][log in to unmask]>
Subject: Re: Membership in ATEG
Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask][log in to unmask]>.
Geoff Layton
________________________________
Date: Fri, 26 Aug 2011 10:19:07 -0400
From: [log in to unmask][log in to unmask]>
Subject: Re: Membership in ATEG
To: [log in to unmask][log in to unmask]>
I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status?
Kathi
Kathleen Bethell
Assistant Professor
Liberal Arts, English
Ivy Tech Community College
200 Daniels Way
Bloomington, IN 47404
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask][log in to unmask]&>] On Behalf Of Amy Benjamin
Sent: Saturday, August 20, 2011 10:33 AM
To: [log in to unmask][log in to unmask]>
Subject: Membership in ATEG
As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially.
See www.ateg.org for details, which are, we are happy to report, now accurate!
Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room.
So keep those cards and letters coming!
Amy Benjamin
ATEG co-president
To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
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Geoff, Speaking phonetically, what happens in “a historical” is that the /h/, rather like the /h/ in “ahead,” actually gets voiced and we get a moment of what phoneticians and the IPA call “murmur” or “breathy voicing.” The <a> is pronounced as a schwa. Since we don’t, unlike Hindi, have breathy voiced consonants in English, we don’t recognize this bit of breathy voicing as such and assume either that there’s no /h/ pronounced or that it’s pronounced in its fully voiceless form. By the way, if you consider your speech to be non-regional, I’ll hazard a guess that you’re a Northern Midlands speaker. Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Saturday, August 27, 2011 3:59 PM To: [log in to unmask] Subject: Re: Grammar Question Herb - I'd rephrase this - instead of saying it's a matter of whether you prononce the <h> or not, I'd suggest that it's a matter of whether you are forced to pronounce it. In other words, if <a> precedes "historic hurricane," then the ,<h> in historic must be pronounced; if ,<an> precedes, then it isn't pronounced and becomes elided. My contention is that this is an issue of usage, not grammar. To me (and I'm about as non-regional as they come, although I suppose being totally non-regional is impossible), "a historic" (where both the <a> and the <h> must be pronounced as separate sounds) appears totally unnatural, both to the eye and to the ear.
Geoff Layton
Date: Sat, 27 Aug 2011 14:02:07 -0400 From: [log in to unmask] Subject: Re: Grammar Question To: [log in to unmask] I don’t think there’s any remote or prosodic effect here. It’s strictly a matter of whether you pronounce the initial <h> or not. I normally say “a historic…” with the /h/, but I find myself occasionally eliding the /h/ and using “an.” The pronunciation with both the /n/ and the /h/ arises, I think, from a misunderstanding of the rule. It’s more common in BrE to elide the /h/ than in American English, and I suspect that’s where the misunderstanding applies. I have heard lots of American newsreaders use “an” with the /h/, and I think they’ve been taught that prescriptively. Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Carol Morrison Sent: Saturday, August 27, 2011 12:50 PM To: [log in to unmask] Subject: Re: Grammar Question For some reason "an historic event" sounds better than "a historic event," but I agree with John that "a historic hurricane" sounds less awkward than "an historic hurricane." Perhaps, as Geoff said, when one says: "anistoric event," "an historic" is pronounced as one word because the word event follows it, and "event" begins with a vowel. It is easier to say "A historic hurricane" because both "h's" are pronounced, and "an historic hurricane" sounds too wordy or awkward. (I know none of that probably made any sense). From: John Dews-Alexander <[log in to unmask]> Subject: Re: Grammar Question To: [log in to unmask] Date: Saturday, August 27, 2011, 12:33 PM
I certainly agree with you when it comes to usage and the folly of pressing an "error" issue here, but I don't necessarily think "an historic hurricane" sounds more grammatical than "a historic hurricane." I'm going purely off of my instinct as a native speaker of English; perhaps there is a regional/dialectal aspect concerning the degree to which one pronounces the "h."
"An historic hurricane" doesn't sound ungrammatical to me, just odd. I see what you're saying about the eliding that can take place, but it rings in my ear as something done by people "not from around here."
I'll keep my ears open and listen for local usage. Maybe I'm off base on this.
John On Fri, Aug 26, 2011 at 10:37 PM, Geoffrey Layton <[log in to unmask]" target="_blank">[log in to unmask]> wrote: Let's not dismiss this one so easily. In spite of what Grammar Girl says, does anyone honestly find that saying "a historic hurricane" out loud actually sound better than "an historic hurricane"? Only if the emphasis is on the indefinite article does "a historic" sound ok (it still sounds wrong to me even though I know it's right). However, if (as I would argue every native speaker does automatically), the sound of the article is naturally elided with the "h," tonally forming one word "anistoric," then "an historic hurricane" is the proper choice - both orally and in writing. And why would the emphasis be placed on an indefinite article anyway? If we were talking about "the historic hurricane," then it makes some sense to emphasize "the," separating tonally the two words. The next reason to savor this problem a bit more is that it is not a grammar problem at all, but one of usage. So the question becomes (even if we agree that "a historic" is "right") which "errors" of usage are worth fighting over? My feeling is that this judgment should be based on meaning - does the "error" affect the meaning? So this one ("an historic") fails to meet just about any criteria that calls for correction. In fact, correcting this "error" may even reach the level of "hyper-correctness" where being "right" sounds wrong to everybody else except us schoolmarms (and, as mentioned earlier, it even sounds wrong to this schoolmarm), so that not only does "an historic" not affect the meaning negatively, it actually enhances the meaning if it enhances the ability of all of but a select audience to focus on what is being said rather than how it is being said.
Geoff Layton
Date: Fri, 26 Aug 2011 17:21:38 -0700 From: [log in to unmask]" target="_blank">[log in to unmask] Subject: Re: Grammar Question To: [log in to unmask]" target="_blank">[log in to unmask]
Thank you, Brad, M.T., and John for a quick response! I did not know the answer because I've heard both "a" and "an" used in front of "historic". I guess you would only use "an" if you pronounce "historic" with a silent "h". From: Brad Layton <[log in to unmask]" target="_blank">[log in to unmask]> Subject: Re: Grammar Question To: [log in to unmask]" target="_blank">[log in to unmask] Date: Friday, August 26, 2011, 8:07 PM
Carol, either is "correct." It simply depends on the idiolect of the individual speaking ... specifically, whether that person pronounces the "h" or does not pronounce the "h". I am unaware of any prescriptive case for the superiority of either that would hold water ... or 100 mph winds, for that matter ;) . -----Original Message----- From: Carol Morrison <[log in to unmask]" target="_blank">[log in to unmask]> To: ATEG <[log in to unmask]" target="_blank">[log in to unmask]> Sent: Fri, Aug 26, 2011 6:41 pm Subject: Grammar Question A friend just asked me which is correct: "a historic hurricane" or "an historic hurricane"? Can someone help me out here? From: Kathleen Bethell <[log in to unmask]" target="_blank">[log in to unmask]> Subject: Re: Membership in ATEG To: [log in to unmask]" target="_blank">[log in to unmask] Date: Friday, August 26, 2011, 12:16 PM
Thank you, Geoff – Amy already got in touch. ATEG folks are wonderful! P.S. I don’t know why the cc didn’t work; the address is correct. From: Assembly for the Teaching of English Grammar [[log in to unmask]&" target="_blank">mailto:[log in to unmask]] On Behalf Of Geoffrey Layton Sent: Friday, August 26, 2011 10:39 AM To: [log in to unmask]" target="_blank">[log in to unmask] Subject: Re: Membership in ATEG Kathi - I passed on your question to our president, Amy Benjamin - but I tried to copy you on the message and got an undeliverable message for [log in to unmask]" target="_blank">[log in to unmask].
Geoff Layton I never received acknowledgement when I joined, so I am not sure if I am even on the rolls, yet. Is there some way I can check to find out my membership status? Ivy Tech Community College As you know, our hot new ATEG Journals are stacked and stampled in our mailroom (aka my basement) ready to go out to ATEG members. As we now do have a better system of keeping track of, acknowledging, and servicing ATEG members, please consider joining officially. See www.ateg.org for details, which are, we are happy to report, now accurate! Membership in ATEG allows you to receive the Journal, published twice yearly, and to keep ATEG as a (nagging) voice to our parent organization, NCTE. We maintain this listserv, our website, and are allowed to host a session at the NCTE annual conference. We also host an annual conference, gathering together all of the educators in the English-speaking, non-English-speaking, and non-speaking world, and non-world who are interested in the teaching of grammar. Thankfully, all of these people can fit easily into one room. So keep those cards and letters coming! To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"
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========================================================================Date: Sun, 28 Aug 2011 09:23:46 -0400
Reply-To: Assembly for the Teaching of English Grammar
<[log in to unmask]>
Sender: Assembly for the Teaching of English Grammar
<[log in to unmask]>
From: Arthur Henne <[log in to unmask]>
Subject: Re: Grammar Question
In-Reply-To: <[log in to unmask]
bsu.edu>
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I'm neither a linguist nor a phonetician (just a
comp instructor), but I think stress must play a
role here. The analogy to "ahead" might more
properly be to "a history," where the stress
comes immediately after the "a," whereas it
seems more natural to say "an historical moment,"
perhaps because the stress falls on the second
syllable of the following word. Does that make
any sense to those of you who are either linguists or phoneticians?
Arthur Henne
At 11:54 PM 8/27/2011, STAHLKE, HERBERT F wrote:
>Geoff,
>
>Speaking phonetically, what happens in a
>historical is that the /h/, rather like the /h/
>in ahead, actually gets voiced and we get a
>moment of what phoneticians and the IPA call
>murmur or breathy voicing. The is
>pronounced as a schwa. Since we dont, unlike
>Hindi, have breathy voiced consonants in
>English, we dont recognize this bit of breathy
>voicing as such and assume either that theres
>no /h/ pronounced or that its pronounced in its
>fully voiceless form. By the way, if you
>consider your speech to be non-regional, Ill
>hazard a guess that youre a Northern Midlands speaker.
>
>Herb
>
>From: Assembly for the Teaching of English
>Grammar [mailto:[log in to unmask]] On Behalf Of Geoffrey Layton
>Sent: Saturday, August 27, 2011 3:59 PM
>To: [log in to unmask]
>Subject: Re: Grammar Question
>
>Herb -
>
>I'd rephrase this - instead of saying it's a
>matter of whether you prononce the or not,
>I'd suggest that it's a matter of whether you
>are forced to pronounce it. In other words, if
> precedes "historic hurricane," then the ,
>in historic must be pronounced; if ,
>precedes, then it isn't pronounced and becomes
>elided. My contention is that this is an issue
>of usage, not grammar. To me (and I'm about as
>non-regional as they come, although I suppose
>being totally non-regional is impossible), "a
>historic" (where both the and the must
>be pronounced as separate sounds) appears
>totally unnatural, both to the eye and to the ear.
>
>Geoff Layton
>
>
>----------
>Date: Sat, 27 Aug 2011 14:02:07 -0400
>From: [log in to unmask]
>Subject: Re: Grammar Question
>To: [log in to unmask]
>I dont think theres any remote or prosodic
>effect here. Its strictly a matter of whether
>you pronounce the initial or not. I
>normally say a historic
with the /h/, but I
>find myself occasionally eliding the /h/ and
>using an. The pronunciation with both the /n/
>and the /h/ arises, I think, from a
>misunderstanding of the rule. Its more common
>in BrE to elide the /h/ than in American
>English, and I suspect thats where the
>misunderstanding applies. I have heard lots of
>American newsreaders use an with the /h/, and
>I think theyve been taught that prescriptively.
>
>Herb
>
>From: Assembly for the Teaching of English
>Grammar [mailto:[log in to unmask]] On Behalf Of Carol Morrison
>Sent: Saturday, August 27, 2011 12:50 PM
>To: [log in to unmask]
>Subject: Re: Grammar Question
>
>For some reason "an historic event" sounds
>better than "a historic event," but I agree with
>John that "a historic hurricane" sounds less
>awkward than "an historic hurricane." Perhaps,
>as Geoff said, when one says: "anistoric event,"
>"an historic" is pronounced as one word because
>the word event follows it, and "event" begins
>with a vowel. It is easier to say "A historic
>hurricane" because both "h's" are pronounced,
>and "an historic hurricane" sounds too wordy or
>awkward. (I know none of that probably made any sense).
>Carol
>
>--- On Sat, 8/27/11, John Dews-Alexander
><[log in to unmask]> wrote:
>
>From: John Dews-Alexander
><[log in to unmask]>
>Subject: Re: Grammar Question
>To: [log in to unmask]
>Date: Saturday, August 27, 2011, 12:33 PM
>I certainly agree with you when it comes to
>usage and the folly of pressing an "error" issue
>here, but I don't necessarily think "an historic
>hurricane" sounds more grammatical than "a
>historic hurricane." I'm going purely off of my
>instinct as a native speaker of English; perhaps
>there is a regional/dialectal aspect concerning
>the degree to which one pronounces the "h."
>
>"An historic hurricane" doesn't sound
>ungrammatical to me, just odd. I see what you're
>saying about the eliding that can take place,
>but it rings in my ear as something done by people "not from around here."
>
>I'll keep my ears open and listen for local usage. Maybe I'm off base on this.
>
>John
>On Fri, Aug 26, 2011 at 10:37 PM, Geoffrey
>Layton
><[log in to unmask]>[log in to unmask]>
>wrote:
>Let's not dismiss this one so easily.
>
>In spite of what Grammar Girl says, does anyone
>honestly find that saying "a historic hurricane"
>out loud actually sound better than "an historic
>hurricane"? Only if the emphasis is on the
>indefinite article does "a historic" sound ok
>(it still sounds wrong to me even though I know
>it's right). However, if (as I would argue every
>native speaker does automatically), the sound of
>the article is naturally elided with the "h,"
>tonally forming one word "anistoric," then "an
>historic hurricane" is the proper choice - both
>orally and in writing. And why would the
>emphasis be placed on an indefinite article
>anyway? If we were talking about "the historic
>hurricane," then it makes some sense to
>emphasize "the," separating tonally the two words.
>
>The next reason to savor this problem a bit more
>is that it is not a grammar problem at all, but
>one of usage. So the question becomes (even if
>we agree that "a historic" is "right") which
>"errors" of usage are worth fighting over? My
>feeling is that this judgment should be based on
>meaning - does the "error" affect the meaning?
>So this one ("an historic") fails to meet just
>about any criteria that calls for correction. In
>fact, correcting this "error" may even reach the
>level of "hyper-correctness" where being "right"
>sounds wrong to everybody else except us
>schoolmarms (and, as mentioned earlier, it even
>sounds wrong to this schoolmarm), so that not
>only does "an historic" not affect the meaning
>negatively, it actually enhances the meaning if
>it enhances the ability of all of but a select
>audience to focus on what is being said rather than how it is being said.
>
>Geoff Layton
>
>
>----------
>Date: Fri, 26 Aug 2011 17:21:38 -0700
>From:
>[log in to unmask]>[log in to unmask]
>
>
>Subject: Re: Grammar Question
>To:
>[log in to unmask]>[log in to unmask]
>Thank you, Brad, M.T., and John for a quick
>response! I did not know the answer because I've
>heard both "a" and "an" used in front of
>"historic". I guess you would only use "an" if
>you pronounce "historic" with a silent "h".
>Carol
>--- On Fri, 8/26/11, Brad Layton
><[log in to unmask]>[log in to unmask]>
>wrote:
>
>From: Brad Layton
><[log in to unmask]>[log in to unmask]>
>Subject: Re: Grammar Question
>To:
>[log in to unmask]>[log in to unmask]
>Date: Friday, August 26, 2011, 8:07 PM
>Carol, either is "correct." It simply depends
>on the idiolect of the individual speaking ...
>specifically, whether that person pronounces the
>"h" or does not pronounce the "h". I am unaware
>of any prescriptive case for the superiority of
>either that would hold water ... or 100 mph winds, for that matter ;) .
>
>
>
>-----Original Message-----
>From: Carol Morrison
><[log in to unmask]>[log in to unmask]>
>To: ATEG
><[log in to unmask]>[log in to unmask]>
>Sent: Fri, Aug 26, 2011 6:41 pm
>Subject: Grammar Question
>A friend just asked me which is correct: "a
>historic hurricane" or "an historic hurricane"? Can someone help me out here?
>Thanks!
>Carol
>
>--- On Fri, 8/26/11, Kathleen Bethell
><[log in to unmask]>[log in to unmask]>
>wrote:
>
>From: Kathleen Bethell
><[log in to unmask]>[log in to unmask]>
>Subject: Re: Membership in ATEG
>To:
>[log in to unmask]>[log in to unmask]
>Date: Friday, August 26, 2011, 12:16 PM
>Thank you, Geoff Amy already got in touch. ATEG folks are wonderful!
>
>Kathi
>P.S. I dont know why the cc didnt work; the address is correct.
>
>From: Assembly for the Teaching of English
>Grammar
>[[log in to unmask]&>mailto:[log in to unmask]]
>On Behalf Of Geoffrey Layton
>Sent: Friday, August 26, 2011 10:39 AM
>To:
>[log in to unmask]>[log in to unmask]
>Subject: Re: Membership in ATEG
>
>Kathi - I passed on your question to our
>president, Amy Benjamin - but I tried to copy
>you on the message and got an undeliverable
>message for
>[log in to unmask]>[log in to unmask]
>
>
>Geoff Layton
>
>
>----------
>Date: Fri, 26 Aug 2011 10:19:07 -0400
>From:
>[log in to unmask]>[log in to unmask]
>Subject: Re: Membership in ATEG
>To:
>[log in to unmask]>[log in to unmask]
>I never received acknowledgement when I joined,
>so I am not sure if I am even on the rolls, yet.
>Is there some way I can check to find out my membership status?
>
>Kathi
>
>Kathleen Bethell
>Assistant Professor
>Liberal Arts, English
>Ivy Tech Community College
>200 Daniels Way
>Bloomington, IN 47404
>
>From: Assembly for the Teaching of English
>Grammar
>[[log in to unmask]&>mailto:[log in to unmask]]
>On Behalf Of Amy Benjamin
>Sent: Saturday, August 20, 2011 10:33 AM
>To:
>[log in to unmask]>[log in to unmask]
>Subject: Membership in ATEG
>
>As you know, our hot new ATEG Journals are
>stacked and stampled in our mailroom (aka my
>basement) ready to go out to ATEG members. As we
>now do have a better system of keeping track of,
>acknowledging, and servicing ATEG members, please consider joining officially.
>
>See www.ateg.org for
>details, which are, we are happy to report, now accurate!
>
>Membership in ATEG allows you to receive the
>Journal, published twice yearly, and to keep
>ATEG as a (nagging) voice to our parent
>organization, NCTE. We maintain this listserv,
>our website, and are allowed to host a session
>at the NCTE annual conference. We also host an
>annual conference, gathering together all of the
>educators in the English-speaking,
>non-English-speaking, and non-speaking world,
>and non-world who are interested in the teaching
>of grammar. Thankfully, all of these people can fit easily into one room.
>
>So keep those cards and letters coming!
>Amy Benjamin
>ATEG co-president
>To join or leave this LISTSERV list, please
>visit the list's web interface at:
>http://listserv.muohio.edu/archives/ateg.html
>and select "Join or leave the list"
>Visit ATEG's web site at http://ateg.org/
>To join or leave this LISTSERV list, please
>visit the list's web interface at:
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>web site at http://ateg.org/
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>
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I'm neither a linguist nor a phonetician (just a comp instructor), but I
think stress must play a role here. The analogy to
"ahead" might more properly be to "a history," where
the stress comes immediately after the "a," whereas it
seems more natural to say "an historical moment," perhaps
because the stress falls on the second syllable of the following
word. Does that make any sense to those of you who are either
linguists or phoneticians?
Arthur Henne
At 11:54 PM 8/27/2011, STAHLKE, HERBERT F wrote:
Geoff,
Speaking phonetically, what happens in a historical is that the /h/,
rather like the /h/ in ahead, actually gets voiced and we get a moment
of what phoneticians and the IPA call murmur or breathy
voicing. The <a> is pronounced as a schwa. Since we
dont, unlike Hindi, have breathy voiced consonants in English, we dont
recognize this bit of breathy voicing as such and assume either that
theres no /h/ pronounced or that its pronounced in its fully voiceless
form. By the way, if you consider your speech to be non-regional,
Ill hazard a guess that youre a Northern Midlands speaker.
Herb
From: Assembly for the Teaching of English Grammar
[
mailto:[log in to unmask]] On Behalf Of Geoffrey
Layton
Sent: Saturday, August 27, 2011 3:59 PM
To: [log in to unmask]
Subject: Re: Grammar Question
Herb -
I'd rephrase this - instead of saying it's a matter of whether you
prononce the <h> or not, I'd suggest that it's a matter of whether
you are forced to pronounce it. In other words, if <a>
precedes "historic hurricane," then the ,<h> in historic
must be pronounced; if ,<an> precedes, then it isn't pronounced and
becomes elided. My contention is that this is an issue of usage, not
grammar. To me (and I'm about as non-regional as they come, although I
suppose being totally non-regional is impossible), "a historic"
(where both the <a> and the <h> must be pronounced as
separate sounds) appears totally unnatural, both to the eye and to the
ear.
Geoff Layton
Date: Sat, 27 Aug 2011 14:02:07 -0400
From: [log in to unmask]
Subject: Re: Grammar Question
To:
[log in to unmask]
I dont think theres any remote or prosodic effect here. Its
strictly a matter of whether you pronounce the initial <h> or
not. I normally say a historic
with the /h/, but I find myself
occasionally eliding the /h/ and using an. The pronunciation with
both the /n/ and the /h/ arises, I think, from a misunderstanding of the
rule. Its more common in BrE to elide the /h/ than in American
English, and I suspect thats where the misunderstanding applies. I
have heard lots of American newsreaders use an with the /h/, and I
think theyve been taught that prescriptively.
Herb
From: Assembly for the Teaching of English Grammar
[
mailto:[log in to unmask]] On Behalf Of Carol
Morrison
Sent: Saturday, August 27, 2011 12:50 PM
To: [log in to unmask]
Subject: Re: Grammar Question
For some reason "an historic event" sounds better than "a
historic event," but I agree with John that "a historic
hurricane" sounds less awkward than "an historic
hurricane." Perhaps, as Geoff said, when one says: "anistoric
event," "an historic" is pronounced as one word because
the word event follows it, and "event" begins with a vowel. It
is easier to say "A historic hurricane" because both
"h's" are pronounced, and "an historic hurricane"
sounds too wordy or awkward. (I know none of that probably made any
sense).
Carol
--- On Sat, 8/27/11, John Dews-Alexander
<
[log in to unmask]> wrote:
- From: John Dews-Alexander
<[log in to unmask]
>
- Subject: Re: Grammar Question
- To:
[log in to unmask]
- Date: Saturday, August 27, 2011, 12:33 PM
- I certainly agree with you when it comes to usage and the folly of
pressing an "error" issue here, but I don't necessarily think
"an historic hurricane" sounds more grammatical than "a
historic hurricane." I'm going purely off of my instinct as a native
speaker of English; perhaps there is a regional/dialectal aspect
concerning the degree to which one pronounces the "h."
- "An historic hurricane" doesn't sound ungrammatical to me,
just odd. I see what you're saying about the eliding that can take place,
but it rings in my ear as something done by people "not from around
here."
- I'll keep my ears open and listen for local usage. Maybe I'm off base
on this.
- John
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