A note from "the guy" in question - Jason, you are in error. The list members did indeed answer my question about what word comes first in an alphabetical list (fortunately, all were in agreement!), and then they "questioned the system" - which is, in fact, quite helpful and perfectly in keeping with the academic point of view of this list. If you don't want to hear people challenge conventions, this ain't the the place to hang out!

Date: Mon, 25 Aug 2014 18:44:47 -0500
From: [log in to unmask]
Subject: Re: Alphabetizing
To: [log in to unmask]

You're all the best. A guy asks which comes first, and we question the system as a whole. It really makes my day--in all seriousness. 


On Mon, Aug 25, 2014 at 6:33 PM, Beth Young <[log in to unmask]> wrote:
When I worked at a public library, we would have listed J. Navy first. (You alphabetize word by word, secondarily by letters within a word.) But there are complications.  Here's a link to the ALA filing rules: http://www.ala.org/tools/libfactsheets/alalibraryfactsheet27

Of course the whole alphabet is arbitrary, so you could probably use any system you wanted, as long as it enabled you to find things again.

Beth

Dr. Beth Rapp Young
Associate Professor, English
[log in to unmask]

University of Central Florida
"Reach for the Stars"
From: Assembly for the Teaching of English Grammar [http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list"

Visit ATEG's web site at http://ateg.org/ ========================================================================Date: Tue, 26 Aug 2014 01:26:41 +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]> From: "Stahlke, Herbert" <[log in to unmask]> Subject: Re: Alphabetizing In-Reply-To: <[log in to unmask]> Content-Type: multipart/alternative; boundary="_000_85f27d73c71b4e9b8bdc37d4dcbd6720CO2PR05MB682namprd05pro_" MIME-Version: 1.0 Message-ID: <[log in to unmask]> --_000_85f27d73c71b4e9b8bdc37d4dcbd6720CO2PR05MB682namprd05pro_ Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable And of course it depends on the alphabet, so Hebrew and Arabic would alphabetize following the order of their alphabets. Chinese alphabetizes by the number of strokes in a character. I have no idea what Japanese or Korean do with their mixed writing systems. Herb From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Beth Young Sent: Monday, August 25, 2014 7:33 PM To: [log in to unmask] Subject: Re: Alphabetizing When I worked at a public library, we would have listed J. Navy first. (You alphabetize word by word, secondarily by letters within a word.) But there are complications. Here's a link to the ALA filing rules: http://www.ala.org/tools/libfactsheets/alalibraryfactsheet27 Of course the whole alphabet is arbitrary, so you could probably use any system you wanted, as long as it enabled you to find things again. Beth Dr. Beth Rapp Young Associate Professor, English [log in to unmask] University of Central Florida "Reach for the Stars" ________________________________ From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Geoffrey Layton [[log in to unmask]] Sent: Monday, August 25, 2014 6:14 PM To: [log in to unmask] Subject: Alphabetizing I have never seen an alphabet question on the list, but there's a first time for everything: If you're alphabetizing J. Navy and Jade (two colors), which comes first? 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_85f27d73c71b4e9b8bdc37d4dcbd6720CO2PR05MB682namprd05pro_ Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

And of course it depends on the alphabet, so Hebrew and Arabic would alphabetize following the order of their alphabets.  Chinese alphabetizes by the number of strokes in a character.  I have no idea what Japanese or Korean do with their mixed writing systems.

 

Herb

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Beth Young
Sent: Monday, August 25, 2014 7:33 PM
To: [log in to unmask]
Subject: Re: Alphabetizing

 

When I worked at a public library, we would have listed J. Navy first. (You alphabetize word by word, secondarily by letters within a word.) But there are complications.  Here's a link to the ALA filing rules: http://www.ala.org/tools/libfactsheets/alalibraryfactsheet27

Of course the whole alphabet is arbitrary, so you could probably use any system you wanted, as long as it enabled you to find things again.

Beth

 

Dr. Beth Rapp Young
Associate Professor, English
[log in to unmask]

University of Central Florida
"Reach for the Stars"

From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Geoffrey Layton [[log in to unmask]]
Sent: Monday, August 25, 2014 6:14 PM
To: [log in to unmask]
Subject: Alphabetizing

I have never seen an alphabet question on the list, but there's a first time for everything:

If you're alphabetizing J. Navy and Jade (two colors), which comes first?

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/ --_000_85f27d73c71b4e9b8bdc37d4dcbd6720CO2PR05MB682namprd05pro_-- ========================================================================Date: Mon, 25 Aug 2014 22:37:15 -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: Michael <[log in to unmask]> Subject: Re: Alphabetizing In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="------------090300090704060600000801" Message-ID: <[log in to unmask]> This is a multi-part message in MIME format. --------------090300090704060600000801 Content-Type: text/plain; charset=windows-1252; format=flowed Content-Transfer-Encoding: 7bit Herb and all: I used to do research in Japanese libraries years ago. As I recall, classification was based in part on Japanese phonology, not the written form of the word or topic. You had to know the sound of the word or phrase and its corresponding written form, which could be either hiragana, katakana, romaji, or kanji (Chinese characters). Keep in mind, you also had to know your topic and related classification headings. There are books that provide these classification headings and you can see an example in English whenever you look at the LOC headings in a library's computerized reference info. It has been many years since I have been in a Japanese library, but I did not have much trouble finding things. My Japanese was not that good, but I knew enough basic linguistics, Japanese, and the library classification system to figure it out. Ironically, the most difficult thing to do was getting permission to enter the libraries at different universities around Tokyo. You needed a letter of introduction from your university. Sometimes they would deny you permission to enter. The Japanese had a very different idea about the free flow of ideas. No doubt things have changed. My first published paper was on Likert scales, which I wrote entirely in Japan using Japanese libraries with English holdings. Consider that before Mr. Likert invented these ubiquitous measurements in the 1930s, they did not exist. I was able to find his original paper published in 1932 at the U of Tokyo library along a back wall in a hidden area. Once I found the paper, it was a eureka moment because I could not have completed my paper without the original. I also did research using Japanese sources for my work as a newspaper reporter. I had to find statistics about the the Japanese educational system, population demographics, and immigration data, which were all published in Japanese. Likert scales, like classification schemes, such as the Library of Congress headings or the numerous systems of grammar, are social constructs, subject to constant revision and eventual extinction. There is an erroneous perception by the public that grammar descriptions are rule-governed and fixed. Unfortunately, some pedagogical grammar textbooks aimed at undergraduates reinforce this belief, especially when they discuss one-off usage rules like inflammable vs. flammable. Mike Busch > And of course it depends on the alphabet, so Hebrew and Arabic would > alphabetize following the order of their alphabets. Chinese > alphabetizes by the number of strokes in a character. I have no idea > what Japanese or Korean do with their mixed writing systems. > > Herb > > *From:*Assembly for the Teaching of English Grammar > [mailto:[log in to unmask]] *On Behalf Of *Beth Young > *Sent:* Monday, August 25, 2014 7:33 PM > *To:* [log in to unmask] > *Subject:* Re: Alphabetizing > > When I worked at a public library, we would have listed J. Navy first. > (You alphabetize word by word, secondarily by letters within a word.) > But there are complications. Here's a link to the ALA filing rules: > http://www.ala.org/tools/libfactsheets/alalibraryfactsheet27 > > Of course the whole alphabet is arbitrary, so you could probably use > any system you wanted, as long as it enabled you to find things again. > > Beth > > Dr. Beth Rapp Young > Associate Professor, English > [log in to unmask] > > University of Central Florida > "Reach for the Stars" > > ------------------------------------------------------------------------ > > *From:*Assembly for the Teaching of English Grammar > [[log in to unmask]] on behalf of Geoffrey Layton > [[log in to unmask]] > *Sent:* Monday, August 25, 2014 6:14 PM > *To:* [log in to unmask] > *Subject:* Alphabetizing > > I have never seen an alphabet question on the list, but there's a > first time for everything: > > If you're alphabetizing /J. Navy/ and /Jade/ (two colors), which comes > first? > > 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/ --------------090300090704060600000801 Content-Type: text/html; charset=windows-1252 Content-Transfer-Encoding: quoted-printable X-MIME-Autoconverted: from 8bit to quoted-printable by mualmaip04.mcs.muohio.edu id s7Q2bHuZ024977

Herb and all:

I used to do research in Japanese libraries years ago. As I recall, classification was based in part on Japanese phonology, not the written form of the word or topic. You had to know the sound of the word or phrase and its corresponding written form, which could be either hiragana, katakana, romaji, or kanji (Chinese characters). Keep in mind, you also had to know your topic and related classification headings. There are books that provide these classification headings and you can see an example in English whenever you look at the LOC headings in a library's computerized reference info.

It has been many years since I have been in a Japanese library, but I did not have much trouble finding things. My Japanese was not that good, but I knew enough basic linguistics, Japanese, and the library classification system to figure it out. Ironically, the most difficult thing to do was getting permission to enter the libraries at different universities around Tokyo. You needed a letter of introduction from your university. Sometimes they would deny you permission to enter. The Japanese had a very different idea about the free flow of ideas. No doubt things have changed.

My first published paper was on Likert scales, which I wrote entirely in Japan using Japanese libraries with English holdings. Consider that before Mr. Likert invented these ubiquitous measurements in the 1930s, they did not exist. I was able to find his original paper published in 1932 at the U of Tokyo library along a back wall in a hidden area. Once I found the paper, it was a eureka moment because I could not have completed my paper without the original. I also did research using Japanese sources for my work as a newspaper reporter. I had to find statistics about the the Japanese educational system, population demographics, and immigration data, which were all published in Japanese.

Likert scales, like classification schemes, such as the Library of Congress headings or the numerous systems of grammar, are social constructs, subject to constant revision and eventual extinction. There is an erroneous perception by the public that grammar descriptions are rule-governed and fixed. Unfortunately, some pedagogical grammar textbooks aimed at undergraduates reinforce this belief, especially when they discuss one-off usage rules like inflammable vs. flammable.

Mike Busch


[log in to unmask]" type="cite">

And of course it depends on the alphabet, so Hebrew and Arabic would alphabetize following the order of their alphabets.  Chinese alphabetizes by the number of strokes in a character.  I have no idea what Japanese or Korean do with their mixed writing systems.

 

Herb

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Beth Young
Sent: Monday, August 25, 2014 7:33 PM
To: [log in to unmask]
Subject: Re: Alphabetizing

 

When I worked at a public library, we would have listed J. Navy first. (You alphabetize word by word, secondarily by letters within a word.) But there are complications.  Here's a link to the ALA filing rules: http://www.ala.org/tools/libfactsheets/alalibraryfactsheet27

Of course the whole alphabet is arbitrary, so you could probably use any system you wanted, as long as it enabled you to find things again.

Beth

 

Dr. Beth Rapp Young
Associate Professor, English
[log in to unmask]

University of Central Florida
"Reach for the Stars"

From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Geoffrey Layton [[log in to unmask]]
Sent: Monday, August 25, 2014 6:14 PM
To: [log in to unmask]
Subject: Alphabetizing

I have never seen an alphabet question on the list, but there's a first time for everything:

If you're alphabetizing J. Navy and Jade (two colors), which comes first?

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/


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Visit ATEG's web site at http://ateg.org/ --------------090300090704060600000801-- ========================================================================Date: Tue, 26 Aug 2014 18:26:00 -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: Geoffrey Layton <[log in to unmask]> Subject: NCTE-FYI Content-Type: multipart/alternative; boundary="_6addd57a-461e-44a5-bf6c-02e96712db8e_" MIME-Version: 1.0 Message-ID: <[log in to unmask]> --_6addd57a-461e-44a5-bf6c-02e96712db8e_ Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable NCTE just posted this link on its Facebook page - watcha'll think? http://www.npr.org/blogs/ed/2014/08/22/341898975/a-picture-of-language-the-fading-art-of-diagramming-sentences 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/ --_6addd57a-461e-44a5-bf6c-02e96712db8e_ Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable

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Visit ATEG's web site at http://ateg.org/ --_6addd57a-461e-44a5-bf6c-02e96712db8e_-- ========================================================================Date: Wed, 27 Aug 2014 11:33:39 -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: Jean Waldman <[log in to unmask]> Subject: Re: NCTE-FYI In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary cf3043542ee6f63105019e246a Message-ID: <[log in to unmask]> --20cf3043542ee6f63105019e246a Content-Type: text/plain; charset=UTF-8 The trouble with articles like this is they never mention phrase structure trees. They talk as if there is only one way to make a geometric diagram of a sentence. It might be an enlightening exercise to have students invent new ways to show the relationships between the words in a sentence. Having them use Reed-Kellog or phrase structure diagrams and then grading them on right or wrong is discouraging for the students. On Tue, Aug 26, 2014 at 7:26 PM, Geoffrey Layton <[log in to unmask]> wrote: > NCTE just posted this link on its Facebook page - watcha'll think? > > > http://www.npr.org/blogs/ed/2014/08/22/341898975/a-picture-of-language-the-fading-art-of-diagramming-sentences > > 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/ --20cf3043542ee6f63105019e246a Content-Type: text/html; charset=UTF-8 Content-Transfer-Encoding: quoted-printable

The trouble with articles like this is they never mention phrase structure trees.  They talk as if there is only one way to make a geometric diagram of a sentence.  It might be an enlightening exercise to have students invent new ways to show the relationships between the words in a sentence.  Having them use Reed-Kellog or phrase structure diagrams and then grading them on right or wrong is discouraging for the students.  


On Tue, Aug 26, 2014 at 7:26 PM, Geoffrey Layton <[log in to unmask]> wrote:
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Visit ATEG's web site at http://ateg.org/ --20cf3043542ee6f63105019e246a-- ========================================================================Date: Wed, 27 Aug 2014 16:26:18 +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]> From: "Hancock, Craig G" <[log in to unmask]> Subject: Re: NCTE-FYI In-Reply-To: <[log in to unmask]> Content-Type: multipart/alternative; boundary="_000_a00c8fd252254b74aacbf3c23f162570BN1PR04MB488namprd04pro_" MIME-Version: 1.0 Message-ID: <[log in to unmask]> --_000_a00c8fd252254b74aacbf3c23f162570BN1PR04MB488namprd04pro_ Content-Transfer-Encoding: base64 Content-Type: text/plain; charset="utf-8" VGhpcyBpcyBhYm91dCBhcyBiaWFzZWQgYXMgaXQgZ2V0cy4gVG8gdGhpbmsgb2Ygc2VudGVuY2Ug ZGlhZ3JhbW1pbmcgYXMg4oCcYSByZXBldGl0aXZlIGRyaWxsIGFuZCBleGVyY2lzZeKAnSBpcyBh IGh1Z2Ugc3RyZXRjaC4gR2l2aW5nIGEgbmljZSBleGFtcGxlIGxpa2UgdGhlIG9wZW5pbmcgc2Vu 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========================================================================Date: Wed, 27 Aug 2014 16:34:44 +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]> From: Beth Young <[log in to unmask]> Subject: Re: NCTE-FYI In-Reply-To: <[log in to unmask]> Content-Type: multipart/alternative; boundary="_000_55FC7F9CBCF2B44E97E2F3FB9EDB913455643648NET5011netucfed_" MIME-Version: 1.0 Message-ID: <[log in to unmask]> --_000_55FC7F9CBCF2B44E97E2F3FB9EDB913455643648NET5011netucfed_ Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable I dunno, grading students on right/wrong for ANYTHING can be discouraging for the students. I used to teach R-K diagramming in my grammar class, partly because some of my students (some future K12 teachers) would need to know them, partly because the textbook used them, partly because some students really liked them and seemed to learn from them. The assignments were for extra credit. One extra credit assignment asked students to create a new way to diagram that used the colors, fonts, etc. that we all have now in our word processors, which (when students put thought into it) was fun to see. Now, there is a website that will make R-K diagrams for you. http://1aiway.com/nlp4net/services/enparser/ The diagrams are often wrong, but when the site went live, I found I was getting many more extra credit submissions to grade, and curiously many of them were exactly the same kind of weird wrong that the online diagrammer produced. That tipped the benefit ratio way too far into the negative, so I don't do this anymore. Some students ask about R-K diagrams and I am happy to teach them when asked, but that's it. Beth Dr. Beth Rapp Young Associate Professor, English [log in to unmask] University of Central Florida "Reach for the Stars" ________________________________ From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Jean Waldman [[log in to unmask]] Sent: Wednesday, August 27, 2014 11:33 AM To: [log in to unmask] Subject: Re: NCTE-FYI The trouble with articles like this is they never mention phrase structure trees. They talk as if there is only one way to make a geometric diagram of a sentence. It might be an enlightening exercise to have students invent new ways to show the relationships between the words in a sentence. Having them use Reed-Kellog or phrase structure diagrams and then grading them on right or wrong is discouraging for the students. On Tue, Aug 26, 2014 at 7:26 PM, Geoffrey Layton <[log in to unmask]> wrote: NCTE just posted this link on its Facebook page - watcha'll think? http://www.npr.org/blogs/ed/2014/08/22/341898975/a-picture-of-language-the-fading-art-of-diagramming-sentences 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_55FC7F9CBCF2B44E97E2F3FB9EDB913455643648NET5011netucfed_ Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable

I dunno, grading students on right/wrong for ANYTHING can be discouraging for the students.

I used to teach R-K diagramming in my grammar class, partly because some of my students (some future K12 teachers) would need to know them, partly because the textbook used them, partly because some students really liked them and seemed to learn from them. The assignments were for extra credit. One extra credit assignment asked students to create a new way to diagram that used the colors, fonts, etc. that we all have now in our word processors, which (when students put thought into it) was fun to see.

Now, there is a website that will make R-K diagrams for you. http://1aiway.com/nlp4net/services/enparser/ The diagrams are often wrong, but when the site went live, I found I was getting many more extra credit submissions to grade, and curiously many of them were exactly the same kind of weird wrong that the online diagrammer produced.  That tipped the benefit ratio way too far into the negative, so I don't do this anymore. Some students ask about R-K diagrams and I am happy to teach them when asked, but that's it.

Beth

Dr. Beth Rapp Young
Associate Professor, English
[log in to unmask]

University of Central Florida
"Reach for the Stars"
From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Jean Waldman [[log in to unmask]]
Sent: Wednesday, August 27, 2014 11:33 AM
To: [log in to unmask]
Subject: Re: NCTE-FYI

The trouble with articles like this is they never mention phrase structure trees.  They talk as if there is only one way to make a geometric diagram of a sentence.  It might be an enlightening exercise to have students invent new ways to show the relationships between the words in a sentence.  Having them use Reed-Kellog or phrase structure diagrams and then grading them on right or wrong is discouraging for the students.  


On Tue, Aug 26, 2014 at 7:26 PM, Geoffrey Layton <[log in to unmask]> wrote:
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Visit ATEG's web site at http://ateg.org/ --_000_55FC7F9CBCF2B44E97E2F3FB9EDB913455643648NET5011netucfed_-- ========================================================================Date: Wed, 27 Aug 2014 16:44:40 +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]> From: "Castilleja, Janet" <[log in to unmask]> Subject: Re: NCTE-FYI In-Reply-To: <[log in to unmask]> Content-Type: multipart/alternative; boundary="_000_436B21F3263B6B46B9857F8DE1E1EA0EFBCA1B5DMtRainierhctopp_" MIME-Version: 1.0 Message-ID: <[log in to unmask]> --_000_436B21F3263B6B46B9857F8DE1E1EA0EFBCA1B5DMtRainierhctopp_ Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable Off topic, but here goes. I tried the sentence diagram site with this sentence: Please write a one-page essay in which you summarize the article on plagiarism that I have given you and then discuss what plagiarism means to you. The site told me that it could not find a full sentence. I wonder what it's looking for? Janet From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Beth Young Sent: Wednesday, August 27, 2014 9:35 AM To: [log in to unmask] Subject: Re: NCTE-FYI I dunno, grading students on right/wrong for ANYTHING can be discouraging for the students. I used to teach R-K diagramming in my grammar class, partly because some of my students (some future K12 teachers) would need to know them, partly because the textbook used them, partly because some students really liked them and seemed to learn from them. The assignments were for extra credit. One extra credit assignment asked students to create a new way to diagram that used the colors, fonts, etc. that we all have now in our word processors, which (when students put thought into it) was fun to see. Now, there is a website that will make R-K diagrams for you. http://1aiway.com/nlp4net/services/enparser/ The diagrams are often wrong, but when the site went live, I found I was getting many more extra credit submissions to grade, and curiously many of them were exactly the same kind of weird wrong that the online diagrammer produced. That tipped the benefit ratio way too far into the negative, so I don't do this anymore. Some students ask about R-K diagrams and I am happy to teach them when asked, but that's it. Beth Dr. Beth Rapp Young Associate Professor, English [log in to unmask] University of Central Florida "Reach for the Stars" ________________________________ From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Jean Waldman [[log in to unmask]] Sent: Wednesday, August 27, 2014 11:33 AM To: [log in to unmask] Subject: Re: NCTE-FYI The trouble with articles like this is they never mention phrase structure trees. They talk as if there is only one way to make a geometric diagram of a sentence. It might be an enlightening exercise to have students invent new ways to show the relationships between the words in a sentence. Having them use Reed-Kellog or phrase structure diagrams and then grading them on right or wrong is discouraging for the students. On Tue, Aug 26, 2014 at 7:26 PM, Geoffrey Layton <[log in to unmask]> wrote: NCTE just posted this link on its Facebook page - watcha'll think? http://www.npr.org/blogs/ed/2014/08/22/341898975/a-picture-of-language-the-fading-art-of-diagramming-sentences 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_436B21F3263B6B46B9857F8DE1E1EA0EFBCA1B5DMtRainierhctopp_ Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

Off topic, but here goes.  I tried the sentence diagram site with this sentence:

 

Please write a one-page essay in which you summarize the article on plagiarism that I have given you and then discuss what plagiarism means to you.

 

The site told me that it could not find a full sentence. I wonder what it’s looking for?

 

Janet

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Beth Young
Sent: Wednesday, August 27, 2014 9:35 AM
To: [log in to unmask]
Subject: Re: NCTE-FYI

 

I dunno, grading students on right/wrong for ANYTHING can be discouraging for the students.

I used to teach R-K diagramming in my grammar class, partly because some of my students (some future K12 teachers) would need to know them, partly because the textbook used them, partly because some students really liked them and seemed to learn from them. The assignments were for extra credit. One extra credit assignment asked students to create a new way to diagram that used the colors, fonts, etc. that we all have now in our word processors, which (when students put thought into it) was fun to see.

Now, there is a website that will make R-K diagrams for you. http://1aiway.com/nlp4net/services/enparser/ The diagrams are often wrong, but when the site went live, I found I was getting many more extra credit submissions to grade, and curiously many of them were exactly the same kind of weird wrong that the online diagrammer produced.  That tipped the benefit ratio way too far into the negative, so I don't do this anymore. Some students ask about R-K diagrams and I am happy to teach them when asked, but that's it.

Beth

Dr. Beth Rapp Young

Associate Professor, English
[log in to unmask]

University of Central Florida
"Reach for the Stars"

From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Jean Waldman [[log in to unmask]]
Sent: Wednesday, August 27, 2014 11:33 AM
To: [log in to unmask]
Subject: Re: NCTE-FYI

The trouble with articles like this is they never mention phrase structure trees.  They talk as if there is only one way to make a geometric diagram of a sentence.  It might be an enlightening exercise to have students invent new ways to show the relationships between the words in a sentence.  Having them use Reed-Kellog or phrase structure diagrams and then grading them on right or wrong is discouraging for the students.  

 

On Tue, Aug 26, 2014 at 7:26 PM, Geoffrey Layton <[log in to unmask]> wrote:

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Visit ATEG's web site at http://ateg.org/ --_000_436B21F3263B6B46B9857F8DE1E1EA0EFBCA1B5DMtRainierhctopp_-- ========================================================================Date: Wed, 27 Aug 2014 18:07:06 +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]> From: "Hancock, Craig G" <[log in to unmask]> Subject: Re: NCTE-FYI In-Reply-To: <[log in to unmask]> Content-Type: multipart/alternative; boundary="_000_161f3cf6f9944b1ca15966b77a2f8ec3BN1PR04MB488namprd04pro_" MIME-Version: 1.0 Message-ID: <[log in to unmask]> --_000_161f3cf6f9944b1ca15966b77a2f8ec3BN1PR04MB488namprd04pro_ Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable Beth, Those are thoughtful observations about the value of using diagrams when the express purpose of the course is a deeper understanding of how language works (at the level of syntax.) The blog entry dismisses it because it doesn't help you compose writing and lumps it in with "drills and exercises." I suspect the diagrams are only "weird wrong" if you look at it from the perspective of diagramming with the aid of understanding (or trying to interpret) what the sentence means. A computer has no way of doing that. For example, the computer can't differentiate (syntactically) between "He pissed off the balcony" and "He pissed off his boss." You might be able to program in alternate possibilities and even fine-tune the occasions when one or the other would be more likely, but doing that for the whole language (on the basis of form alone, which is all the computer can read) is an impossible task. (The language is a shifting target as well.) Janet's example is a case in point. If the machine is programmed to require explicit subjects, it will treat commands as incomplete. It's "weird wrong" but predictable. It's the same sort of "weird wrong" you get when students "correct" passives at the behest of a grammar check. The computer just has a programmed reaction to forms. It isn't tuned in to context or purpose. Any diagram is just a way of talking about (expressing) an understanding. The Reed Kellog diagrams don't accommodate message structure. They don't by themselves express the connection to the sentences that preceed it and the sentences that follow (though they may give us information that is useful for that.) Understanding language is a monumental task. Is there any single step that will get us there? Can this kind of diagram be of some use? Those seem to me the kinds of questions a thoughtful person would ask. Craig From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Beth Young Sent: Wednesday, August 27, 2014 12:35 PM To: [log in to unmask] Subject: Re: NCTE-FYI I dunno, grading students on right/wrong for ANYTHING can be discouraging for the students. I used to teach R-K diagramming in my grammar class, partly because some of my students (some future K12 teachers) would need to know them, partly because the textbook used them, partly because some students really liked them and seemed to learn from them. The assignments were for extra credit. One extra credit assignment asked students to create a new way to diagram that used the colors, fonts, etc. that we all have now in our word processors, which (when students put thought into it) was fun to see. Now, there is a website that will make R-K diagrams for you. http://1aiway.com/nlp4net/services/enparser/ The diagrams are often wrong, but when the site went live, I found I was getting many more extra credit submissions to grade, and curiously many of them were exactly the same kind of weird wrong that the online diagrammer produced. That tipped the benefit ratio way too far into the negative, so I don't do this anymore. Some students ask about R-K diagrams and I am happy to teach them when asked, but that's it. Beth Dr. Beth Rapp Young Associate Professor, English [log in to unmask] University of Central Florida "Reach for the Stars" ________________________________ From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Jean Waldman [[log in to unmask]] Sent: Wednesday, August 27, 2014 11:33 AM To: [log in to unmask] Subject: Re: NCTE-FYI The trouble with articles like this is they never mention phrase structure trees. They talk as if there is only one way to make a geometric diagram of a sentence. It might be an enlightening exercise to have students invent new ways to show the relationships between the words in a sentence. Having them use Reed-Kellog or phrase structure diagrams and then grading them on right or wrong is discouraging for the students. On Tue, Aug 26, 2014 at 7:26 PM, Geoffrey Layton <[log in to unmask]> wrote: NCTE just posted this link on its Facebook page - watcha'll think? http://www.npr.org/blogs/ed/2014/08/22/341898975/a-picture-of-language-the-fading-art-of-diagramming-sentences 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_161f3cf6f9944b1ca15966b77a2f8ec3BN1PR04MB488namprd04pro_ Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

Beth,

    Those are thoughtful observations about the value of using diagrams when the express purpose of the course is a deeper understanding of how language works (at the level of syntax.) The blog entry dismisses it because it doesn’t help you compose writing and lumps it in with “drills and exercises.”  

   I suspect the diagrams are only “weird wrong” if you look at it from the perspective of diagramming with the aid of understanding (or trying to interpret) what the sentence means. A computer has no way of doing that. For example, the computer can’t differentiate (syntactically) between “He pissed off the balcony” and “He pissed off his boss.” You might be able to program in alternate possibilities and even fine-tune the occasions when one or the other would be more likely, but doing that for the whole language (on the basis of form alone, which is all the computer can read) is an impossible task. (The language is a shifting target as well.) Janet’s example is a case in point. If the machine is programmed to require explicit subjects, it will treat commands as incomplete. It’s “weird wrong” but predictable.

    It’s the same sort of “weird wrong” you get when students “correct” passives at the behest of a grammar check. The computer just has a programmed reaction to forms. It isn’t tuned in to context or purpose.

    Any diagram is just a way of talking about (expressing) an understanding. The Reed Kellog diagrams don’t accommodate message structure. They don’t by themselves express the connection to the sentences that preceed it and the sentences that follow (though they may give us information that is useful for that.)

    Understanding language is a monumental task. Is there any single step that will get us there?  Can this kind of diagram be of some use? Those seem to me the kinds of questions a thoughtful person would ask.

  

Craig

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Beth Young
Sent: Wednesday, August 27, 2014 12:35 PM
To: [log in to unmask]
Subject: Re: NCTE-FYI

 

I dunno, grading students on right/wrong for ANYTHING can be discouraging for the students.

I used to teach R-K diagramming in my grammar class, partly because some of my students (some future K12 teachers) would need to know them, partly because the textbook used them, partly because some students really liked them and seemed to learn from them. The assignments were for extra credit. One extra credit assignment asked students to create a new way to diagram that used the colors, fonts, etc. that we all have now in our word processors, which (when students put thought into it) was fun to see.

Now, there is a website that will make R-K diagrams for you. http://1aiway.com/nlp4net/services/enparser/ The diagrams are often wrong, but when the site went live, I found I was getting many more extra credit submissions to grade, and curiously many of them were exactly the same kind of weird wrong that the online diagrammer produced.  That tipped the benefit ratio way too far into the negative, so I don't do this anymore. Some students ask about R-K diagrams and I am happy to teach them when asked, but that's it.

Beth

Dr. Beth Rapp Young

Associate Professor, English
[log in to unmask]

University of Central Florida
"Reach for the Stars"

From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Jean Waldman [[log in to unmask]]
Sent: Wednesday, August 27, 2014 11:33 AM
To: [log in to unmask]
Subject: Re: NCTE-FYI

The trouble with articles like this is they never mention phrase structure trees.  They talk as if there is only one way to make a geometric diagram of a sentence.  It might be an enlightening exercise to have students invent new ways to show the relationships between the words in a sentence.  Having them use Reed-Kellog or phrase structure diagrams and then grading them on right or wrong is discouraging for the students.  

 

On Tue, Aug 26, 2014 at 7:26 PM, Geoffrey Layton <[log in to unmask]> wrote:

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Visit ATEG's web site at http://ateg.org/ --_000_161f3cf6f9944b1ca15966b77a2f8ec3BN1PR04MB488namprd04pro_-- ========================================================================Date: Wed, 27 Aug 2014 11:11:55 -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: Gregg Heacock <[log in to unmask]> Subject: Re: NCTE-FYI In-Reply-To: <[log in to unmask]> Mime-Version: 1.0 (Apple Message framework v753.1) Content-Type: multipart/alternative; boundary=Apple-Mail-2--788297497 Message-ID: <[log in to unmask]> --Apple-Mail-2--788297497 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=US-ASCII; delsp=yes; format=flowed Jean, I agree that our job as teachers is to engage students in the process of analysis. If syntax is an ex post facto phenomenon resulting from how words relate to each other in a particular sentence, the answers given by students or, even, the teacher may be less important than the implicit question being addressed: What meaning is captured by this arrangement of words? Students willing to explore and consider different interpretations should be rewarded for their efforts, not for their "right" answers. Gregg On Aug 27, 2014, at 8:33 AM, Jean Waldman wrote: > The trouble with articles like this is they never mention phrase > structure trees. They talk as if there is only one way to make a > geometric diagram of a sentence. It might be an enlightening > exercise to have students invent new ways to show the relationships > between the words in a sentence. Having them use Reed-Kellog or > phrase structure diagrams and then grading them on right or wrong > is discouraging for the students. > > > On Tue, Aug 26, 2014 at 7:26 PM, Geoffrey Layton > <[log in to unmask]> wrote: > NCTE just posted this link on its Facebook page - watcha'll think? > > http://www.npr.org/blogs/ed/2014/08/22/341898975/a-picture-of- > language-the-fading-art-of-diagramming-sentences > > 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/ --Apple-Mail-2--788297497 Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset=US-ASCII

Jean,

I agree that our job as teachers is to engage students in the process of analysis.

If syntax is an ex post facto phenomenon resulting from how words relate to each other in a particular sentence, the answers given by students or, even, the teacher may be less important than the implicit question being addressed:  What meaning is captured by this arrangement of words?  Students willing to explore and consider different interpretations should be rewarded for their efforts, not for their "right" answers.  

Gregg


On Aug 27, 2014, at 8:33 AM, Jean Waldman wrote:

The trouble with articles like this is they never mention phrase structure trees.  They talk as if there is only one way to make a geometric diagram of a sentence.  It might be an enlightening exercise to have students invent new ways to show the relationships between the words in a sentence.  Having them use Reed-Kellog or phrase structure diagrams and then grading them on right or wrong is discouraging for the students.  


On Tue, Aug 26, 2014 at 7:26 PM, Geoffrey Layton <[log in to unmask]> wrote:
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Visit ATEG's web site at http://ateg.org/ --Apple-Mail-2--788297497-- ========================================================================Date: Wed, 27 Aug 2014 21:31:56 +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: NCTE-FYI In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Transfer-Encoding: 7bit Content-Type: multipart/alternative; boundary="_----------=_140916431641893371"; charset="utf-8" Message-ID: <[log in to unmask]> This is a multi-part message in MIME format. --_----------=_140916431641893371 Content-Transfer-Encoding: 7bit Content-Type: text/plain Beth, If many machine generated R-K diagrams are wrong, then perhaps an alternative approach would be to give students wrong ones from the site and ask them to explain or comment on the error. Of course, you don't tell them what the error is, and as someone else notes below, there may be more than one way to skin an R-K cat. Mark On Wed, Aug 27, 2014, at 07:34 PM, Beth Young wrote: I dunno, grading students on right/wrong for ANYTHING can be discouraging for the students. I used to teach R-K diagramming in my grammar class, partly because some of my students (some future K12 teachers) would need to know them, partly because the textbook used them, partly because some students really liked them and seemed to learn from them. The assignments were for extra credit. One extra credit assignment asked students to create a new way to diagram that used the colors, fonts, etc. that we all have now in our word processors, which (when students put thought into it) was fun to see. Now, there is a website that will make R-K diagrams for you. [1]http://1aiway.com/nlp4net/services/enparser/ The diagrams are often wrong, but when the site went live, I found I was getting many more extra credit submissions to grade, and curiously many of them were exactly the same kind of weird wrong that the online diagrammer produced. That tipped the benefit ratio way too far into the negative, so I don't do this anymore. Some students ask about R-K diagrams and I am happy to teach them when asked, but that's it. Beth Dr. Beth Rapp Young Associate Professor, English [log in to unmask] University of Central Florida "Reach for the Stars" __________________________________________________________ From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Jean Waldman [[log in to unmask]] Sent: Wednesday, August 27, 2014 11:33 AM To: [log in to unmask] Subject: Re: NCTE-FYI The trouble with articles like this is they never mention phrase structure trees. They talk as if there is only one way to make a geometric diagram of a sentence. It might be an enlightening exercise to have students invent new ways to show the relationships between the words in a sentence. Having them use Reed-Kellog or phrase structure diagrams and then grading them on right or wrong is discouraging for the students. On Tue, Aug 26, 2014 at 7:26 PM, Geoffrey Layton <[2][log in to unmask]> wrote: NCTE just posted this link on its Facebook page - watcha'll think? [3]http://www.npr.org/blogs/ed/2014/08/22/341898975/a-picture-o f-language-the-fading-art-of-diagramming-sentences To join or leave this LISTSERV list, please visit the list's web interface at: [4]http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at [5]http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: [6]http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at [7]http://ateg.org/ To join or leave this LISTSERV list, please visit the list's web interface at: [8]http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at [9]http://ateg.org/ -- [log in to unmask] References 1. http://1aiway.com/nlp4net/services/enparser/ 2. mailto:[log in to unmask] 3. http://www.npr.org/blogs/ed/2014/08/22/341898975/a-picture-of-language-the-fading-art-of-diagramming-sentences 4. http://listserv.muohio.edu/archives/ateg.html 5. http://ateg.org/ 6. http://listserv.muohio.edu/archives/ateg.html 7. http://ateg.org/ 8. http://listserv.muohio.edu/archives/ateg.html 9. 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/ --_----------=_140916431641893371 Content-Transfer-Encoding: 7bit Content-Type: text/html

Beth,
 
If many machine generated R-K diagrams are wrong, then perhaps an alternative approach would be to give students wrong ones from the site and ask them to explain or comment on the error.
 
Of course, you don't tell them what the error is, and as someone else notes below, there may be more than one way to skin an R-K cat.
 
Mark
 
 
On Wed, Aug 27, 2014, at 07:34 PM, Beth Young wrote:
I dunno, grading students on right/wrong for ANYTHING can be discouraging for the students.
 
I used to teach R-K diagramming in my grammar class, partly because some of my students (some future K12 teachers) would need to know them, partly because the textbook used them, partly because some students really liked them and seemed to learn from them. The assignments were for extra credit. One extra credit assignment asked students to create a new way to diagram that used the colors, fonts, etc. that we all have now in our word processors, which (when students put thought into it) was fun to see.
 
Now, there is a website that will make R-K diagrams for you. http://1aiway.com/nlp4net/services/enparser/ The diagrams are often wrong, but when the site went live, I found I was getting many more extra credit submissions to grade, and curiously many of them were exactly the same kind of weird wrong that the online diagrammer produced.  That tipped the benefit ratio way too far into the negative, so I don't do this anymore. Some students ask about R-K diagrams and I am happy to teach them when asked, but that's it.
 
Beth
 
Dr. Beth Rapp Young
Associate Professor, English
 
University of Central Florida
"Reach for the Stars"

From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Jean Waldman [[log in to unmask]]
Sent: Wednesday, August 27, 2014 11:33 AM
Subject: Re: NCTE-FYI
 
 
The trouble with articles like this is they never mention phrase structure trees.  They talk as if there is only one way to make a geometric diagram of a sentence.  It might be an enlightening exercise to have students invent new ways to show the relationships between the words in a sentence.  Having them use Reed-Kellog or phrase structure diagrams and then grading them on right or wrong is discouraging for the students.  
 
 
On Tue, Aug 26, 2014 at 7:26 PM, Geoffrey Layton <[log in to unmask]> wrote:
NCTE just posted this link on its Facebook page - watcha'll think?
 
 
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Visit ATEG's web site at http://ateg.org/ --_----------=_140916431641893371-- ========================================================================Date: Wed, 27 Aug 2014 18:41:06 +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]> From: Beth Young <[log in to unmask]> Subject: Re: NCTE-FYI In-Reply-To: <[log in to unmask]> Content-Type: multipart/alternative; boundary="_000_55FC7F9CBCF2B44E97E2F3FB9EDB9134556438B7NET5011netucfed_" MIME-Version: 1.0 Message-ID: <[log in to unmask]> --_000_55FC7F9CBCF2B44E97E2F3FB9EDB9134556438B7NET5011netucfed_ Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Mark, you're right, asking students to comment on incorrect diagrams could work very well. The machine errors are not alternate but plausible interpretations of the sentences, at least not to any actual English speaker. They are just weird. Unfortunately, I can't give you examples because I don't have the old diagrams saved and the diagrammer doesn't work on my new Windows 8.1 OS. If you can get it to diagram for you, you'll see that for some sentences it produces multiple potential diagrams that you can cycle through. I have seen it give 10+ possibilities. It would be tough to come up with a sentence short enough for the software that has 10+ different plausible syntactic interpretations. Beth Dr. Beth Rapp Young Associate Professor, English [log in to unmask] University of Central Florida "Reach for the Stars" ________________________________ From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of M C Johnstone [[log in to unmask]] Sent: Wednesday, August 27, 2014 2:31 PM To: [log in to unmask] Subject: Re: NCTE-FYI Beth, If many machine generated R-K diagrams are wrong, then perhaps an alternative approach would be to give students wrong ones from the site and ask them to explain or comment on the error. Of course, you don't tell them what the error is, and as someone else notes below, there may be more than one way to skin an R-K cat. Mark On Wed, Aug 27, 2014, at 07:34 PM, Beth Young wrote: I dunno, grading students on right/wrong for ANYTHING can be discouraging for the students. I used to teach R-K diagramming in my grammar class, partly because some of my students (some future K12 teachers) would need to know them, partly because the textbook used them, partly because some students really liked them and seemed to learn from them. The assignments were for extra credit. One extra credit assignment asked students to create a new way to diagram that used the colors, fonts, etc. that we all have now in our word processors, which (when students put thought into it) was fun to see. Now, there is a website that will make R-K diagrams for you. http://1aiway.com/nlp4net/services/enparser/ The diagrams are often wrong, but when the site went live, I found I was getting many more extra credit submissions to grade, and curiously many of them were exactly the same kind of weird wrong that the online diagrammer produced. That tipped the benefit ratio way too far into the negative, so I don't do this anymore. Some students ask about R-K diagrams and I am happy to teach them when asked, but that's it. Beth Dr. Beth Rapp Young Associate Professor, English [log in to unmask] University of Central Florida "Reach for the Stars" ________________________________ From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Jean Waldman [[log in to unmask]] Sent: Wednesday, August 27, 2014 11:33 AM To: [log in to unmask] Subject: Re: NCTE-FYI The trouble with articles like this is they never mention phrase structure trees. They talk as if there is only one way to make a geometric diagram of a sentence. It might be an enlightening exercise to have students invent new ways to show the relationships between the words in a sentence. Having them use Reed-Kellog or phrase structure diagrams and then grading them on right or wrong is discouraging for the students. On Tue, Aug 26, 2014 at 7:26 PM, Geoffrey Layton <[log in to unmask]> wrote: NCTE just posted this link on its Facebook page - watcha'll think? http://www.npr.org/blogs/ed/2014/08/22/341898975/a-picture-of-language-the-fading-art-of-diagramming-sentences 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: 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_55FC7F9CBCF2B44E97E2F3FB9EDB9134556438B7NET5011netucfed_ Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable

Mark, you're right, asking students to comment on incorrect diagrams could work very well.

The machine errors are not alternate but plausible interpretations of the sentences, at least not to any actual English speaker. They are just weird.  Unfortunately, I can't give you examples because I don't have the old diagrams saved and the diagrammer doesn't work on my new Windows 8.1 OS.  If you can get it to diagram for you, you'll see that for some sentences it produces multiple potential diagrams that you can cycle through. I have seen it give 10+ possibilities. It would be tough to come up with a sentence short enough for the software that has 10+ different plausible syntactic interpretations.

Beth

Dr. Beth Rapp Young
Associate Professor, English
[log in to unmask]

University of Central Florida
"Reach for the Stars"
From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of M C Johnstone [[log in to unmask]]
Sent: Wednesday, August 27, 2014 2:31 PM
To: [log in to unmask]
Subject: Re: NCTE-FYI

Beth,
 
If many machine generated R-K diagrams are wrong, then perhaps an alternative approach would be to give students wrong ones from the site and ask them to explain or comment on the error.
 
Of course, you don't tell them what the error is, and as someone else notes below, there may be more than one way to skin an R-K cat.
 
Mark
 
 
On Wed, Aug 27, 2014, at 07:34 PM, Beth Young wrote:
I dunno, grading students on right/wrong for ANYTHING can be discouraging for the students.
 
I used to teach R-K diagramming in my grammar class, partly because some of my students (some future K12 teachers) would need to know them, partly because the textbook used them, partly because some students really liked them and seemed to learn from them. The assignments were for extra credit. One extra credit assignment asked students to create a new way to diagram that used the colors, fonts, etc. that we all have now in our word processors, which (when students put thought into it) was fun to see.
 
Now, there is a website that will make R-K diagrams for you. http://1aiway.com/nlp4net/services/enparser/ The diagrams are often wrong, but when the site went live, I found I was getting many more extra credit submissions to grade, and curiously many of them were exactly the same kind of weird wrong that the online diagrammer produced.  That tipped the benefit ratio way too far into the negative, so I don't do this anymore. Some students ask about R-K diagrams and I am happy to teach them when asked, but that's it.
 
Beth
 
Dr. Beth Rapp Young
Associate Professor, English
 
University of Central Florida
"Reach for the Stars"

From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Jean Waldman [[log in to unmask]]
Sent: Wednesday, August 27, 2014 11:33 AM
Subject: Re: NCTE-FYI
 
 
The trouble with articles like this is they never mention phrase structure trees.  They talk as if there is only one way to make a geometric diagram of a sentence.  It might be an enlightening exercise to have students invent new ways to show the relationships between the words in a sentence.  Having them use Reed-Kellog or phrase structure diagrams and then grading them on right or wrong is discouraging for the students.  
 
 
On Tue, Aug 26, 2014 at 7:26 PM, Geoffrey Layton <[log in to unmask]> wrote:
NCTE just posted this link on its Facebook page - watcha'll think?
 
 
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Visit ATEG's web site at http://ateg.org/ --_000_55FC7F9CBCF2B44E97E2F3FB9EDB9134556438B7NET5011netucfed_-- ========================================================================Date: Thu, 28 Aug 2014 13:42:52 +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]> From: Beth Young <[log in to unmask]> Subject: online diagrammer (was RE: NCTE-FYI) In-Reply-To: <[log in to unmask]> Content-Type: multipart/alternative; boundary="_000_55FC7F9CBCF2B44E97E2F3FB9EDB913455643F1CNET5011netucfed_" MIME-Version: 1.0 Message-ID: <[log in to unmask]> --_000_55FC7F9CBCF2B44E97E2F3FB9EDB913455643F1CNET5011netucfed_ Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable Here at my office (different OS), I tried a few sentences and the diagrammer appears to have learned a lot in the last few years. Although some sentences give multiple diagrams (e.g., http://1aiway.com/nlp4net/services/enparser/default.aspx?text=On%20Halloween%20night%20the%20neighborhood%20children%20rang%20every%20doorbell%20on%20the%20block%20to%20fill%20their%20bags%20with%20goodies. ) the differences are less dramatic/more plausible. A possible variation on the assignment Mark suggested could be to send students to the diagrammer with a sentence that produces multiple diagrams and ask them to comment on which, if any, of the diagrams are acceptable, why/why not, and maybe why might the site be producing multiple diagrams for that particular sentence in the first place. For example, some of the differences relate to whether a prepositional phrase is adverbial or adjectival. Students would need to know RK diagrams reasonably well in order to do that, however. Beth Dr. Beth Rapp Young Associate Professor, English [log in to unmask] U of Central Florida, Orlando "Reach for the Stars" From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Beth Young Sent: Wednesday, August 27, 2014 2:41 PM To: [log in to unmask] Subject: Re: NCTE-FYI Mark, you're right, asking students to comment on incorrect diagrams could work very well. The machine errors are not alternate but plausible interpretations of the sentences, at least not to any actual English speaker. They are just weird. Unfortunately, I can't give you examples because I don't have the old diagrams saved and the diagrammer doesn't work on my new Windows 8.1 OS. If you can get it to diagram for you, you'll see that for some sentences it produces multiple potential diagrams that you can cycle through. I have seen it give 10+ possibilities. It would be tough to come up with a sentence short enough for the software that has 10+ different plausible syntactic interpretations. Beth Dr. Beth Rapp Young Associate Professor, English [log in to unmask] University of Central Florida "Reach for the Stars" ________________________________ From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of M C Johnstone [[log in to unmask]] Sent: Wednesday, August 27, 2014 2:31 PM To: [log in to unmask] Subject: Re: NCTE-FYI Beth, If many machine generated R-K diagrams are wrong, then perhaps an alternative approach would be to give students wrong ones from the site and ask them to explain or comment on the error. Of course, you don't tell them what the error is, and as someone else notes below, there may be more than one way to skin an R-K cat. Mark On Wed, Aug 27, 2014, at 07:34 PM, Beth Young wrote: I dunno, grading students on right/wrong for ANYTHING can be discouraging for the students. I used to teach R-K diagramming in my grammar class, partly because some of my students (some future K12 teachers) would need to know them, partly because the textbook used them, partly because some students really liked them and seemed to learn from them. The assignments were for extra credit. One extra credit assignment asked students to create a new way to diagram that used the colors, fonts, etc. that we all have now in our word processors, which (when students put thought into it) was fun to see. Now, there is a website that will make R-K diagrams for you. http://1aiway.com/nlp4net/services/enparser/ The diagrams are often wrong, but when the site went live, I found I was getting many more extra credit submissions to grade, and curiously many of them were exactly the same kind of weird wrong that the online diagrammer produced. That tipped the benefit ratio way too far into the negative, so I don't do this anymore. Some students ask about R-K diagrams and I am happy to teach them when asked, but that's it. Beth Dr. Beth Rapp Young Associate Professor, English [log in to unmask] University of Central Florida "Reach for the Stars" ________________________________ From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Jean Waldman [[log in to unmask]] Sent: Wednesday, August 27, 2014 11:33 AM To: [log in to unmask] Subject: Re: NCTE-FYI The trouble with articles like this is they never mention phrase structure trees. They talk as if there is only one way to make a geometric diagram of a sentence. It might be an enlightening exercise to have students invent new ways to show the relationships between the words in a sentence. Having them use Reed-Kellog or phrase structure diagrams and then grading them on right or wrong is discouraging for the students. On Tue, Aug 26, 2014 at 7:26 PM, Geoffrey Layton <[log in to unmask]> wrote: NCTE just posted this link on its Facebook page - watcha'll think? http://www.npr.org/blogs/ed/2014/08/22/341898975/a-picture-of-language-the-fading-art-of-diagramming-sentences 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: 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_55FC7F9CBCF2B44E97E2F3FB9EDB913455643F1CNET5011netucfed_ Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

Here at my office (different OS), I tried a few sentences and the diagrammer appears to have learned a lot in the last few years. Although some sentences give multiple diagrams (e.g., http://1aiway.com/nlp4net/services/enparser/default.aspx?text=On%20Halloween%20night%20the%20neighborhood%20children%20rang%20every%20doorbell%20on%20the%20block%20to%20fill%20their%20bags%20with%20goodies. ) the differences are less dramatic/more plausible.

 

A possible variation on the assignment Mark suggested could be to send students to the diagrammer with a sentence that produces multiple diagrams and ask them to comment on which, if any, of the diagrams are acceptable, why/why not, and maybe why might the site be producing multiple diagrams for that particular sentence in the first place. For example, some of the differences relate to whether a prepositional phrase is adverbial or adjectival.  Students would need to know RK diagrams reasonably well in order to do that, however.

 

Beth

 

Dr. Beth Rapp Young

Associate Professor, English

[log in to unmask]

 

U of Central Florida, Orlando

"Reach for the Stars"

 

From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Beth Young
Sent: Wednesday, August 27, 2014 2:41 PM
To: [log in to unmask]
Subject: Re: NCTE-FYI

 

Mark, you're right, asking students to comment on incorrect diagrams could work very well.

The machine errors are not alternate but plausible interpretations of the sentences, at least not to any actual English speaker. They are just weird.  Unfortunately, I can't give you examples because I don't have the old diagrams saved and the diagrammer doesn't work on my new Windows 8.1 OS.  If you can get it to diagram for you, you'll see that for some sentences it produces multiple potential diagrams that you can cycle through. I have seen it give 10+ possibilities. It would be tough to come up with a sentence short enough for the software that has 10+ different plausible syntactic interpretations.

Beth

Dr. Beth Rapp Young

Associate Professor, English
[log in to unmask]

University of Central Florida
"Reach for the Stars"

From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of M C Johnstone [[log in to unmask]]
Sent: Wednesday, August 27, 2014 2:31 PM
To: [log in to unmask]
Subject: Re: NCTE-FYI

Beth,

 

If many machine generated R-K diagrams are wrong, then perhaps an alternative approach would be to give students wrong ones from the site and ask them to explain or comment on the error.

 

Of course, you don't tell them what the error is, and as someone else notes below, there may be more than one way to skin an R-K cat.

 

Mark

 

 

On Wed, Aug 27, 2014, at 07:34 PM, Beth Young wrote:

I dunno, grading students on right/wrong for ANYTHING can be discouraging for the students.

 

I used to teach R-K diagramming in my grammar class, partly because some of my students (some future K12 teachers) would need to know them, partly because the textbook used them, partly because some students really liked them and seemed to learn from them. The assignments were for extra credit. One extra credit assignment asked students to create a new way to diagram that used the colors, fonts, etc. that we all have now in our word processors, which (when students put thought into it) was fun to see.

 

Now, there is a website that will make R-K diagrams for you. http://1aiway.com/nlp4net/services/enparser/ The diagrams are often wrong, but when the site went live, I found I was getting many more extra credit submissions to grade, and curiously many of them were exactly the same kind of weird wrong that the online diagrammer produced.  That tipped the benefit ratio way too far into the negative, so I don't do this anymore. Some students ask about R-K diagrams and I am happy to teach them when asked, but that's it.

 

Beth

 

Dr. Beth Rapp Young

Associate Professor, English

 

University of Central Florida

"Reach for the Stars"

 

From: Assembly for the Teaching of English Grammar [[log in to unmask]] on behalf of Jean Waldman [[log in to unmask]]

Sent: Wednesday, August 27, 2014 11:33 AM

Subject: Re: NCTE-FYI

 

 

The trouble with articles like this is they never mention phrase structure trees.  They talk as if there is only one way to make a geometric diagram of a sentence.  It might be an enlightening exercise to have students invent new ways to show the relationships between the words in a sentence.  Having them use Reed-Kellog or phrase structure diagrams and then grading them on right or wrong is discouraging for the students.  

 

 

On Tue, Aug 26, 2014 at 7:26 PM, Geoffrey Layton <[log in to unmask]> wrote:

NCTE just posted this link on its Facebook page - watcha'll think?

 

 

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Visit ATEG's web site at http://ateg.org/ --_000_55FC7F9CBCF2B44E97E2F3FB9EDB913455643F1CNET5011netucfed_-- ========================================================================Date: Thu, 28 Aug 2014 14:25:50 -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: Linda Di Desidero <[log in to unmask]> Subject: College English Association March 2015 Join us in Indianapolis! MIME-Version: 1.0 Content-Type: multipart/alternative; boundary9e013a23e48f67fa0501b4aaf2 Message-ID: <[log in to unmask]> --089e013a23e48f67fa0501b4aaf2 Content-Type: text/plain; charset=UTF-8 Content-Transfer-Encoding: quoted-printable Hi everyone. I hope you will consider joining us in Indianapolis in March at the College English Association's annual meeting, where we had a very successful ATEG Panel last year. In fact, this year's program chair has agreed to add a Grammar and Linguistics thread to the program, so I hope we will see a number of valuable proposals in this area. (You may not see Grammar/ Linguistics on the Topics menu yet, so be sure to note the topic on your proposal.) College English Association is one of the friendliest and least political of the national professional organizations. The meetings always promise a good time with interesting colleagues, so I hope you will join us in Indianapolis next March. For those of you who would like to put together an ATEG panel again, let's do it! (Maybe we'll propose two or three panels for next year.) Here's the invitation from the Executive Director below. Let's see ATEG as a regular feature at CEA! Best-- Linda 2015 Conference CFP and Invitation Letter August 15, 2014 The Officers and Board of Directors of the College English Association invite you to join us for the 46th Annual Conference of the College English Association at the Hyatt Regency Indianapolis Hotel in Indianapolis, Indiana. (One South Capitol Avenue, Indianapolis, IN 46204; Phone: 317-632-1234; Fax: 317-616-6299; www.indianapolis.hyatt.com), March 26-28, 2015. The Conference Theme: Imaginations We live in an age when news travels at lightning speed. This is mostly a good thing. Long before our local evening news sports reporter tells us how many points our favorite player scored in the game, all we have to do is go to our smart phones, click on the sports app of our choice, and then find the link that tells us the scores of the day. We can even watch highlights of the game if want to on our smart phones, thus, momentarily eliminating the need to go home after work to watch the highlights on our televisions screens. If we are political junkies, we can also go to our smart phones and read about national or global politics or watch live coverage of congressional hearings right in the comfort of our homes. If we are addicted to celebrity culture, we can go to websites dedicated to revealing the good and not so good choices of our favorite stars, oftentimes, soon after a good or bad incident has occurred. The bad part about news traveling at lightning speed, though, is that it does not give us opportunities to daydream, think quietly, or to sit in silence. The fact that news is just a few clicks away or on television all day denies us chances to use our imaginations these days. Imagining who we are or who we want to be is part of the human experience, but increasingly our human experience is competing with media that wants to do the imagining for us. Since news is so instantaneous, it is almost impossible to escape its tentacles. For our 2015 meeting, CEA invites papers and panels that will ask all of us to momentarily put away our smart phones, laptops, tablets, etc., so that we can refocus our energies on the wonders of our imaginations to consider the following questions: In what ways can we encourage our institutions, colleagues, students, and even ourselves to find meaning in using our imaginations for self-reflection and creative output? And how can we use those introspective moments, broadly speaking, to help us to become better teachers? (For suggestions, please see the attached Call for Papers.) The CEA serves the scholar-teacher dedicated to bringing his or her own scholarly and critical perspectives into the classroom for the benefit of students. For more information about CEA, please check our web site < http://cea-web.org/ >. For program scheduling queries, contact *Coretta Pittman, CEA 2015 Program Chair*, Baylor University, English Dept., One Bear Place # 97406, Carroll Science Building, Room # 106, Waco, Texas 76798 and by e-mail: [log in to unmask] (please enter “Program Chair†in the subject line). For information on our online submission page, please see our web site at < http://cea-web.org/ >. For general conference information, contact Juliet A. Emanuel, CEA Executive Director (see address, phone number, and e-mail address below); or Steve Brahlek, CEA President, Department of English, Palm Beach State College, 4200 Congress Ave., Lake Worth, FL 33461 and by e-mail: [log in to unmask] Juliet A. Emanuel Executive Director, CEA Department of Developmental Skills, N499L BMCC/CUNY 199 Chambers St. New York, NY 10007 Telephone: (212) 220-1406 Fax: (718) 783 3317 E-mail: [log in to unmask] Thank you. Linda Di Desidero, PhD Director, Leadership Communication Skills Center Marine Corps University Gray Research Center, Room 122 Quantico, Virginia 22134 703-784-4401 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/ --089e013a23e48f67fa0501b4aaf2 Content-Type: text/html; charset=UTF-8 Content-Transfer-Encoding: quoted-printable

Hi everyone.
I hope you will consider joining us in Indianapolis in March at the College English Association's annual meeting, where we had a very successful ATEG Panel last year. In fact, this year's program chair has agreed to add a Grammar and Linguistics thread to the program, so I hope we will see a number of valuable proposals in this area. (You may not see Grammar/ Linguistics on the Topics menu yet, so be sure to note the topic on your proposal.)
 
College English Association is one of the friendliest and least political of the national professional organizations. The meetings always promise a good time with interesting colleagues, so I  hope you will join us in Indianapolis next March.
 
For those of you who would like to put together an ATEG panel again, let's do it! (Maybe we'll propose two or three panels for next year.) 
Here's the invitation from the Executive Director below. Let's see ATEG as a regular feature at CEA!
 
Best--
Linda
 

2015 Conference CFP and Invitation Letter

August 15, 2014

 

The Officers and Board of Directors of the College English Association invite you to join us for the 46th Annual Conference of the College English Association at the Hyatt Regency Indianapolis Hotel in Indianapolis, Indiana.  (One South Capitol Avenue, Indianapolis, IN 46204; Phone: 317-632-1234; Fax: 317-616-6299; www.indianapolis.hyatt.com), March 26-28, 2015.

 

The Conference Theme: Imaginations

We live in an age when news travels at lightning speed. This is mostly a good thing. Long before our local evening news sports reporter tells us how many points our favorite player scored in the game, all we have to do is go to our smart phones, click on the sports app of our choice, and then find the link that tells us the scores of the day. We can even watch highlights of the game if want to on our smart phones, thus, momentarily eliminating the need to go home after work to watch the highlights on our televisions screens.

If we are political junkies, we can also go to our smart phones and read about national or global politics or watch live coverage of congressional hearings right in the comfort of our homes. If we are addicted to celebrity culture, we can go to websites dedicated to revealing the good and not so good choices of our favorite stars, oftentimes, soon after a

good or bad incident has occurred. The bad part about news traveling at lightning speed, though, is that it does not give us opportunities to daydream, think quietly, or to sit in silence. The fact that news is just a few clicks away or on television all day denies us chances to use our imaginations these days. Imagining who we are or who we want to be is part of the human experience, but increasingly our human experience is competing with media that wants to do the imagining for us. Since news is so instantaneous, it is almost impossible to escape its tentacles. For our 2015 meeting, CEA invites papers and panels that will ask all of us to momentarily put away our smart phones, laptops, tablets, etc., so that we can refocus our energies on the wonders of our imaginations to consider the following questions: In what ways can we encourage our institutions, colleagues, students, and even ourselves to find meaning in using our imaginations for self-reflection and creative output? And how can we use those introspective moments, broadly speaking, to help us to become better teachers? (For suggestions, please see the attached Call for Papers.)

 

The CEA serves the scholar-teacher dedicated to bringing his or her own scholarly and critical perspectives into the classroom for the benefit of students. For more information about CEA, please check our web site <http://cea-web.org/>.

 

For program scheduling queries, contact Coretta Pittman, CEA 2015 Program Chair,  Baylor University, English Dept., One Bear Place # 97406, Carroll Science Building, Room # 106, Waco, Texas 76798 and by e-mail: [log in to unmask] (please enter “Program Chair†in the subject line).

 

For information on our online submission page, please see our web site at <http://cea-web.org/>.

 

For general conference information, contact Juliet A. Emanuel, CEA Executive Director (see address, phone number, and e-mail address below); or Steve Brahlek, CEA President, Department of English, Palm Beach State College,  4200 Congress Ave., Lake Worth, FL 33461 and by e-mail: [log in to unmask]. 

 

Juliet A. Emanuel

Executive Director, CEA

Department of Developmental Skills, N499L

BMCC/CUNY

199 Chambers St.

New York, NY 10007

Telephone: (212) 220-1406

Fax: (718) 783 3317

E-mail: [log in to unmask]

 

Thank you.

 

 

Linda Di Desidero, PhD

Director, Leadership Communication Skills Center

Marine Corps University

Gray Research Center, Room 122

Quantico, Virginia 22134

703-784-4401

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Visit ATEG's web site at http://ateg.org/ --089e013a23e48f67fa0501b4aaf2-- ========================================================================Date: Thu, 28 Aug 2014 14:00:27 -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: Seth Katz <[log in to unmask]> Subject: Re: College English Association March 2015 Join us in Indianapolis! In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: multipart/alternative; boundary9e011613f85679450501b52628 Message-ID: [log in to unmask]> --089e011613f85679450501b52628 Content-Type: text/plain; charset=UTF-8 Content-Transfer-Encoding: quoted-printable Hey, Linda (and everyone)-- I would like to second your sentiment. The CEA is a great conference, and last year, our ONE panel of grammar papers was standing room only! These folks are hungry for what we have to say, so let's give 'em more to think about! I'll be submitting something once the early semester rush abates a little. Looking forward to it! And BTW: for those who haven't been there, Indy is a lovely city: walkable downtown, interesting restaurants and shops. Recommended! Seth On Thu, Aug 28, 2014 at 1:25 PM, Linda Di Desidero < [log in to unmask]> wrote: > Hi everyone. > I hope you will consider joining us in Indianapolis in March at the > College English Association's annual meeting, where we had a very > successful ATEG Panel last year. In fact, this year's program chair has > agreed to add a Grammar and Linguistics thread to the program, so I hope we > will see a number of valuable proposals in this area. (You may not see > Grammar/ Linguistics on the Topics menu yet, so be sure to note the topic > on your proposal.) > > College English Association is one of the friendliest and least political > of the national professional organizations. The meetings always promise a > good time with interesting colleagues, so I hope you will join us in > Indianapolis next March. > > For those of you who would like to put together an ATEG panel again, let's > do it! (Maybe we'll propose two or three panels for next year.) > Here's the invitation from the Executive Director below. Let's see ATEG as > a regular feature at CEA! > > Best-- > Linda > > > 2015 Conference CFP and Invitation Letter > > August 15, 2014 > > > > The Officers and Board of Directors of the College English Association > invite you to join us for the 46th Annual Conference of the College English > Association at the Hyatt Regency Indianapolis Hotel in Indianapolis, > Indiana. (One South Capitol Avenue, Indianapolis, IN 46204; Phone: > 317-632-1234; Fax: 317-616-6299; www.indianapolis.hyatt.com), March > 26-28, 2015. > > > > The Conference Theme: Imaginations > > We live in an age when news travels at lightning speed. This is mostly a > good thing. Long before our local evening news sports reporter tells us how > many points our favorite player scored in the game, all we have to do is go > to our smart phones, click on the sports app of our choice, and then find > the link that tells us the scores of the day. We can even watch highlights > of the game if want to on our smart phones, thus, momentarily eliminating > the need to go home after work to watch the highlights on our televisions > screens. > > If we are political junkies, we can also go to our smart phones and read > about national or global politics or watch live coverage of congressional > hearings right in the comfort of our homes. If we are addicted to celebrity > culture, we can go to websites dedicated to revealing the good and not so > good choices of our favorite stars, oftentimes, soon after a > > good or bad incident has occurred. The bad part about news traveling at > lightning speed, though, is that it does not give us opportunities to > daydream, think quietly, or to sit in silence. The fact that news is just a > few clicks away or on television all day denies us chances to use our > imaginations these days. Imagining who we are or who we want to be is part > of the human experience, but increasingly our human experience is competing > with media that wants to do the imagining for us. Since news is so > instantaneous, it is almost impossible to escape its tentacles. For our > 2015 meeting, CEA invites papers and panels that will ask all of us to > momentarily put away our smart phones, laptops, tablets, etc., so that we > can refocus our energies on the wonders of our imaginations to consider the > following questions: In what ways can we encourage our institutions, > colleagues, students, and even ourselves to find meaning in using our > imaginations for self-reflection and creative output? And how can we use > those introspective moments, broadly speaking, to help us to become better > teachers? (For suggestions, please see the attached Call for Papers.) > > > > The CEA serves the scholar-teacher dedicated to bringing his or her own > scholarly and critical perspectives into the classroom for the benefit of > students. For more information about CEA, please check our web site < > http://cea-web.org/ > > >. > > > > For program scheduling queries, contact *Coretta Pittman, CEA 2015 > Program Chair*, Baylor University, English Dept., One Bear Place # > 97406, Carroll Science Building, Room # 106, Waco, Texas 76798 and by > e-mail: [log in to unmask] (please enter “Program Chair†in the > subject line). > > > > For information on our online submission page, please see our web site at < > http://cea-web.org/ > > >. > > > > For general conference information, contact Juliet A. Emanuel, CEA > Executive Director (see address, phone number, and e-mail address below); > or Steve Brahlek, CEA President, Department of English, Palm Beach State > College, 4200 Congress Ave., Lake Worth, FL 33461 and by e-mail: > [log in to unmask] > > > > Juliet A. Emanuel > > Executive Director, CEA > > Department of Developmental Skills, N499L > > BMCC/CUNY > > 199 Chambers St. > > New York, NY 10007 > > Telephone: (212) 220-1406 > > Fax: (718) 783 3317 > > E-mail: [log in to unmask] > > > > Thank you. > > > > > > Linda Di Desidero, PhD > > Director, Leadership Communication Skills Center > > Marine Corps University > > Gray Research Center, Room 122 > > Quantico, Virginia 22134 > > 703-784-4401 > 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/ > -- *Dr. Seth Katz* *Assistant Professor* *Department of English* *Bradley University* *Peoria, IL 61625* *Executive Director / Faculty Advisor* *Bradley University Hillel* 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/ --089e011613f85679450501b52628 Content-Type: text/html; charset=UTF-8 Content-Transfer-Encoding: quoted-printable

Hey, Linda (and everyone)--

I would like to second your sentiment. The CEA is a great conference, and last year, our ONE panel of grammar papers was standing room only!  These folks are hungry for what we have to say, so let's give 'em more to think about!

I'll be submitting something once the early semester rush abates a little.  Looking forward to it!

And BTW: for those who haven't been there, Indy is a lovely city: walkable downtown, interesting restaurants and shops. Recommended!

Seth


On Thu, Aug 28, 2014 at 1:25 PM, Linda Di Desidero <[log in to unmask]> wrote:
Hi everyone.
I hope you will consider joining us in Indianapolis in March at the College English Association's annual meeting, where we had a very successful ATEG Panel last year. In fact, this year's program chair has agreed to add a Grammar and Linguistics thread to the program, so I hope we will see a number of valuable proposals in this area. (You may not see Grammar/ Linguistics on the Topics menu yet, so be sure to note the topic on your proposal.)
 
College English Association is one of the friendliest and least political of the national professional organizations. The meetings always promise a good time with interesting colleagues, so I  hope you will join us in Indianapolis next March.
 
For those of you who would like to put together an ATEG panel again, let's do it! (Maybe we'll propose two or three panels for next year.) 
Here's the invitation from the Executive Director below. Let's see ATEG as a regular feature at CEA!
 
Best--
Linda
 

2015 Conference CFP and Invitation Letter

August 15, 2014

 

The Officers and Board of Directors of the College English Association invite you to join us for the 46th Annual Conference of the College English Association at the Hyatt Regency Indianapolis Hotel in Indianapolis, Indiana.  (One South Capitol Avenue, Indianapolis, IN 46204; Phone: 317-632-1234; Fax: 317-616-6299; www.indianapolis.hyatt.com), March 26-28, 2015.

 

The Conference Theme: Imaginations

We live in an age when news travels at lightning speed. This is mostly a good thing. Long before our local evening news sports reporter tells us how many points our favorite player scored in the game, all we have to do is go to our smart phones, click on the sports app of our choice, and then find the link that tells us the scores of the day. We can even watch highlights of the game if want to on our smart phones, thus, momentarily eliminating the need to go home after work to watch the highlights on our televisions screens.

If we are political junkies, we can also go to our smart phones and read about national or global politics or watch live coverage of congressional hearings right in the comfort of our homes. If we are addicted to celebrity culture, we can go to websites dedicated to revealing the good and not so good choices of our favorite stars, oftentimes, soon after a

good or bad incident has occurred. The bad part about news traveling at lightning speed, though, is that it does not give us opportunities to daydream, think quietly, or to sit in silence. The fact that news is just a few clicks away or on television all day denies us chances to use our imaginations these days. Imagining who we are or who we want to be is part of the human experience, but increasingly our human experience is competing with media that wants to do the imagining for us. Since news is so instantaneous, it is almost impossible to escape its tentacles. For our 2015 meeting, CEA invites papers and panels that will ask all of us to momentarily put away our smart phones, laptops, tablets, etc., so that we can refocus our energies on the wonders of our imaginations to consider the following questions: In what ways can we encourage our institutions, colleagues, students, and even ourselves to find meaning in using our imaginations for self-reflection and creative output? And how can we use those introspective moments, broadly speaking, to help us to become better teachers? (For suggestions, please see the attached Call for Papers.)

 

The CEA serves the scholar-teacher dedicated to bringing his or her own scholarly and critical perspectives into the classroom for the benefit of students. For more information about CEA, please check our web site <http://cea-web.org/>.

 

For program scheduling queries, contact Coretta Pittman, CEA 2015 Program Chair,  Baylor University, English Dept., One Bear Place # 97406, Carroll Science Building, Room # 106, Waco, Texas 76798 and by e-mail: [log in to unmask] (please enter “Program Chair†in the subject line).

 

For information on our online submission page, please see our web site at <http://cea-web.org/>.

 

For general conference information, contact Juliet A. Emanuel, CEA Executive Director (see address, phone number, and e-mail address below); or Steve Brahlek, CEA President, Department of English, Palm Beach State College,  4200 Congress Ave., Lake Worth, FL 33461 and by e-mail: [log in to unmask]. 

 

Juliet A. Emanuel

Executive Director, CEA

Department of Developmental Skills, N499L

BMCC/CUNY

199 Chambers St.

New York, NY 10007

Telephone: (212) 220-1406

Fax: (718) 783 3317

E-mail: [log in to unmask]

 

Thank you.

 

 

Linda Di Desidero, PhD

Director, Leadership Communication Skills Center

Marine Corps University

Gray Research Center, Room 122

Quantico, Virginia 22134

703-784-4401

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/




--
Dr. Seth Katz
Assistant Professor
Department of English
Bradley University
Peoria, IL  61625
 
Executive Director / Faculty Advisor
Bradley University Hillel
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/ --089e011613f85679450501b52628-- ========================================================================Date: Thu, 28 Aug 2014 15:41:44 -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: College English Association March 2015 Join us in Indianapolis! In-Reply-To: <[log in to unmask]> Content-Type: multipart/alternative; boundary="_331990d3-0e42-460a-8b46-5f5c96e61343_" MIME-Version: 1.0 Message-ID: <[log in to unmask]> --_331990d3-0e42-460a-8b46-5f5c96e61343_ Content-Type: text/plain; charset="Windows-1252" Content-Transfer-Encoding: quoted-printable Count me in! Date: Thu, 28 Aug 2014 14:25:50 -0400 From: [log in to unmask] Subject: College English Association March 2015 Join us in Indianapolis! To: [log in to unmask] Hi everyone.I hope you will consider joining us in Indianapolis in March at the College English Association's annual meeting, where we had a very successful ATEG Panel last year. In fact, this year's program chair has agreed to add a Grammar and Linguistics thread to the program, so I hope we will see a number of valuable proposals in this area. (You may not see Grammar/ Linguistics on the Topics menu yet, so be sure to note the topic on your proposal.) College English Association is one of the friendliest and least political of the national professional organizations. The meetings always promise a good time with interesting colleagues, so I hope you will join us in Indianapolis next March. For those of you who would like to put together an ATEG panel again, let's do it! (Maybe we'll propose two or three panels for next year.) Here's the invitation from the Executive Director below. Let's see ATEG as a regular feature at CEA! Best--Linda 2015 Conference CFP and Invitation Letter August 15, 2014 The Officers and Board of Directors of the College English Association invite you to join us for the 46th Annual Conference of the College English Association at the Hyatt Regency Indianapolis Hotel in Indianapolis, Indiana. (One South Capitol Avenue, Indianapolis, IN 46204; Phone: 317-632-1234; Fax: 317-616-6299; www.indianapolis.hyatt.com), March 26-28, 2015. The Conference Theme: Imaginations We live in an age when news travels at lightning speed. This is mostly a good thing. Long before our local evening news sports reporter tells us how many points our favorite player scored in the game, all we have to do is go to our smart phones, click on the sports app of our choice, and then find the link that tells us the scores of the day. We can even watch highlights of the game if want to on our smart phones, thus, momentarily eliminating the need to go home after work to watch the highlights on our televisions screens. If we are political junkies, we can also go to our smart phones and read about national or global politics or watch live coverage of congressional hearings right in the comfort of our homes. If we are addicted to celebrity culture, we can go to websites dedicated to revealing the good and not so good choices of our favorite stars, oftentimes, soon after a good or bad incident has occurred. The bad part about news traveling at lightning speed, though, is that it does not give us opportunities to daydream, think quietly, or to sit in silence. The fact that news is just a few clicks away or on television all day denies us chances to use our imaginations these days. Imagining who we are or who we want to be is part of the human experience, but increasingly our human experience is competing with media that wants to do the imagining for us. Since news is so instantaneous, it is almost impossible to escape its tentacles. For our 2015 meeting, CEA invites papers and panels that will ask all of us to momentarily put away our smart phones, laptops, tablets, etc., so that we can refocus our energies on the wonders of our imaginations to consider the following questions: In what ways can we encourage our institutions, colleagues, students, and even ourselves to find meaning in using our imaginations for self-reflection and creative output? And how can we use those introspective moments, broadly speaking, to help us to become better teachers? (For suggestions, please see the attached Call for Papers.) The CEA serves the scholar-teacher dedicated to bringing his or her own scholarly and critical perspectives into the classroom for the benefit of students. For more information about CEA, please check our web site . For program scheduling queries, contact Coretta Pittman, CEA 2015 Program Chair, Baylor University, English Dept., One Bear Place # 97406, Carroll Science Building, Room # 106, Waco, Texas 76798 and by e-mail: [log in to unmask] (please enter “Program Chair” in the subject line). For information on our online submission page, please see our web site at . For general conference information, contact Juliet A. Emanuel, CEA Executive Director (see address, phone number, and e-mail address below); or Steve Brahlek, CEA President, Department of English, Palm Beach State College, 4200 Congress Ave., Lake Worth, FL 33461 and by e-mail: [log in to unmask] Juliet A. Emanuel Executive Director, CEA Department of Developmental Skills, N499L BMCC/CUNY199 Chambers St. New York, NY 10007 Telephone: (212) 220-1406 Fax: (718) 783 3317 E-mail: [log in to unmask] Thank you. Linda Di Desidero, PhDDirector, Leadership Communication Skills Center Marine Corps University Gray Research Center, Room 122Quantico, Virginia 22134 703-784-4401 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/ --_331990d3-0e42-460a-8b46-5f5c96e61343_ Content-Type: text/html; charset="Windows-1252" Content-Transfer-Encoding: quoted-printable

Count me in!

Date: Thu, 28 Aug 2014 14:25:50 -0400
From: [log in to unmask]
Subject: College English Association March 2015 Join us in Indianapolis!
To: [log in to unmask]

Hi everyone.
I hope you will consider joining us in Indianapolis in March at the College English Association's annual meeting, where we had a very successful ATEG Panel last year. In fact, this year's program chair has agreed to add a Grammar and Linguistics thread to the program, so I hope we will see a number of valuable proposals in this area. (You may not see Grammar/ Linguistics on the Topics menu yet, so be sure to note the topic on your proposal.)
 
College English Association is one of the friendliest and least political of the national professional organizations. The meetings always promise a good time with interesting colleagues, so I  hope you will join us in Indianapolis next March.
 
For those of you who would like to put together an ATEG panel again, let's do it! (Maybe we'll propose two or three panels for next year.) 
Here's the invitation from the Executive Director below. Let's see ATEG as a regular feature at CEA!
 
Best--
Linda
 

2015 Conference CFP and Invitation Letter

August 15, 2014

 

The Officers and Board of Directors of the College English Association invite you to join us for the 46th Annual Conference of the College English Association at the Hyatt Regency Indianapolis Hotel in Indianapolis, Indiana.  (One South Capitol Avenue, Indianapolis, IN 46204; Phone: 317-632-1234; Fax: 317-616-6299; www.indianapolis.hyatt.com), March 26-28, 2015.

 

The Conference Theme: Imaginations

We live in an age when news travels at lightning speed. This is mostly a good thing. Long before our local evening news sports reporter tells us how many points our favorite player scored in the game, all we have to do is go to our smart phones, click on the sports app of our choice, and then find the link that tells us the scores of the day. We can even watch highlights of the game if want to on our smart phones, thus, momentarily eliminating the need to go home after work to watch the highlights on our televisions screens.

If we are political junkies, we can also go to our smart phones and read about national or global politics or watch live coverage of congressional hearings right in the comfort of our homes. If we are addicted to celebrity culture, we can go to websites dedicated to revealing the good and not so good choices of our favorite stars, oftentimes, soon after a

good or bad incident has occurred. The bad part about news traveling at lightning speed, though, is that it does not give us opportunities to daydream, think quietly, or to sit in silence. The fact that news is just a few clicks away or on television all day denies us chances to use our imaginations these days. Imagining who we are or who we want to be is part of the human experience, but increasingly our human experience is competing with media that wants to do the imagining for us. Since news is so instantaneous, it is almost impossible to escape its tentacles. For our 2015 meeting, CEA invites papers and panels that will ask all of us to momentarily put away our smart phones, laptops, tablets, etc., so that we can refocus our energies on the wonders of our imaginations to consider the following questions: In what ways can we encourage our institutions, colleagues, students, and even ourselves to find meaning in using our imaginations for self-reflection and creative output? And how can we use those introspective moments, broadly speaking, to help us to become better teachers? (For suggestions, please see the attached Call for Papers.)

 

The CEA serves the scholar-teacher dedicated to bringing his or her own scholarly and critical perspectives into the classroom for the benefit of students. For more information about CEA, please check our web site <http://cea-web.org/>.

 

For program scheduling queries, contact Coretta Pittman, CEA 2015 Program Chair,  Baylor University, English Dept., One Bear Place # 97406, Carroll Science Building, Room # 106, Waco, Texas 76798 and by e-mail: [log in to unmask] (please enter “Program Chair” in the subject line).

 

For information on our online submission page, please see our web site at <http://cea-web.org/>.

 

For general conference information, contact Juliet A. Emanuel, CEA Executive Director (see address, phone number, and e-mail address below); or Steve Brahlek, CEA President, Department of English, Palm Beach State College,  4200 Congress Ave., Lake Worth, FL 33461 and by e-mail: [log in to unmask]. 

 

Juliet A. Emanuel

Executive Director, CEA

Department of Developmental Skills, N499L

BMCC/CUNY

199 Chambers St.

New York, NY 10007

Telephone: (212) 220-1406

Fax: (718) 783 3317

E-mail: [log in to unmask]

 

Thank you.

 

 

Linda Di Desidero, PhD

Director, Leadership Communication Skills Center

Marine Corps University

Gray Research Center, Room 122

Quantico, Virginia 22134

703-784-4401

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/ --_331990d3-0e42-460a-8b46-5f5c96e61343_-- ========================================================================Date: Thu, 28 Aug 2014 16:42:04 -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: Gregg Heacock <[log in to unmask]> Subject: Re: College English Association March 2015 Join us in Indianapolis! In-Reply-To: [log in to unmask]> Mime-Version: 1.0 (Apple Message framework v753.1) Content-Type: multipart/alternative; boundary=Apple-Mail-1--682088095 Message-ID: <[log in to unmask]> --Apple-Mail-1--682088095 Content-Transfer-Encoding: quoted-printable Content-Type: text/plain; charset=WINDOWS-1252; delsp=yes; format=flowed Hello Linda, Seth, Geoffrey, and others yet to reply, I grew up in Speedway, Indiana, and am pleased to hear that Indianapolis gets such good reviews. I am very much looking forward to making a presentation and hope that we and others might see whether there is a confluence in our various approaches that might help us consider grouping together according to the focus each of us has. Glad you are all eager, Gregg On Aug 28, 2014, at 12:00 PM, Seth Katz wrote: > Hey, Linda (and everyone)-- > > I would like to second your sentiment. The CEA is a great > conference, and last year, our ONE panel of grammar papers was > standing room only! These folks are hungry for what we have to > say, so let's give 'em more to think about! > > I'll be submitting something once the early semester rush abates a > little. Looking forward to it! > > And BTW: for those who haven't been there, Indy is a lovely city: > walkable downtown, interesting restaurants and shops. Recommended! > > Seth > > > On Thu, Aug 28, 2014 at 1:25 PM, Linda Di Desidero > <[log in to unmask]> wrote: > Hi everyone. > I hope you will consider joining us in Indianapolis in March at the > College English Association's annual meeting, where we had a very > successful ATEG Panel last year. In fact, this year's program chair > has agreed to add a Grammar and Linguistics thread to the program, > so I hope we will see a number of valuable proposals in this area. > (You may not see Grammar/ Linguistics on the Topics menu yet, so be > sure to note the topic on your proposal.) > > College English Association is one of the friendliest and least > political of the national professional organizations. The meetings > always promise a good time with interesting colleagues, so I hope > you will join us in Indianapolis next March. > > For those of you who would like to put together an ATEG panel > again, let's do it! (Maybe we'll propose two or three panels for > next year.) > Here's the invitation from the Executive Director below. Let's see > ATEG as a regular feature at CEA! > > Best-- > Linda > > 2015 Conference CFP and Invitation Letter > August 15, 2014 > > The Officers and Board of Directors of the College English > Association invite you to join us for the 46th Annual Conference of > the College English Association at the Hyatt Regency Indianapolis > Hotel in Indianapolis, Indiana. (One South Capitol Avenue, > Indianapolis, IN 46204; Phone: 317-632-1234; Fax: 317-616-6299; > www.indianapolis.hyatt.com), March 26-28, 2015. > > The Conference Theme: Imaginations > We live in an age when news travels at lightning speed. This is > mostly a good thing. Long before our local evening news sports > reporter tells us how many points our favorite player scored in the > game, all we have to do is go to our smart phones, click on the > sports app of our choice, and then find the link that tells us the > scores of the day. We can even watch highlights of the game if want > to on our smart phones, thus, momentarily eliminating the need to > go home after work to watch the highlights on our televisions screens. > If we are political junkies, we can also go to our smart phones and > read about national or global politics or watch live coverage of > congressional hearings right in the comfort of our homes. If we are > addicted to celebrity culture, we can go to websites dedicated to > revealing the good and not so good choices of our favorite stars, > oftentimes, soon after a > good or bad incident has occurred. The bad part about news > traveling at lightning speed, though, is that it does not give us > opportunities to daydream, think quietly, or to sit in silence. The > fact that news is just a few clicks away or on television all day > denies us chances to use our imaginations these days. Imagining who > we are or who we want to be is part of the human experience, but > increasingly our human experience is competing with media that > wants to do the imagining for us. Since news is so instantaneous, > it is almost impossible to escape its tentacles. For our 2015 > meeting, CEA invites papers and panels that will ask all of us to > momentarily put away our smart phones, laptops, tablets, etc., so > that we can refocus our energies on the wonders of our imaginations > to consider the following questions: In what ways can we encourage > our institutions, colleagues, students, and even ourselves to find > meaning in using our imaginations for self-reflection and creative > output? And how can we use those introspective moments, broadly > speaking, to help us to become better teachers? (For suggestions, > please see the attached Call for Papers.) > > The CEA serves the scholar-teacher dedicated to bringing his or her > own scholarly and critical perspectives into the classroom for the > benefit of students. For more information about CEA, please check > our web site . > > For program scheduling queries, contact Coretta Pittman, CEA 2015 > Program Chair, Baylor University, English Dept., One Bear Place # > 97406, Carroll Science Building, Room # 106, Waco, Texas 76798 and > by e-mail: [log in to unmask] (please enter “Program Chair” in > the subject line). > > For information on our online submission page, please see our web > site at . > > For general conference information, contact Juliet A. Emanuel, CEA > Executive Director (see address, phone number, and e-mail address > below); or Steve Brahlek, CEA President, Department of English, > Palm Beach State College, 4200 Congress Ave., Lake Worth, FL 33461 > and by e-mail: [log in to unmask] > > Juliet A. Emanuel > Executive Director, CEA > Department of Developmental Skills, N499L > BMCC/CUNY > 199 Chambers St. > New York, NY 10007 > Telephone: (212) 220-1406 > Fax: (718) 783 3317 > E-mail: [log in to unmask] > > Thank you. > > > Linda Di Desidero, PhD > Director, Leadership Communication Skills Center > Marine Corps University > Gray Research Center, Room 122 > Quantico, Virginia 22134 > 703-784-4401 > 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/ > > > > > -- > Dr. Seth Katz > Assistant Professor > Department of English > Bradley University > Peoria, IL 61625 > > Executive Director / Faculty Advisor > Bradley University Hillel > 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/ --Apple-Mail-1--682088095 Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset=WINDOWS-1252 Hello Linda, Seth, Geoffrey, and others yet to reply,


I grew up in Speedway, Indiana, and am pleased to hear that Indianapolis gets such good reviews.  I am very much looking forward to making a presentation and hope that we and others might see whether there is a confluence in our various approaches that might help us consider grouping together according to the focus each of us has.

Glad you are all eager,

Gregg



On Aug 28, 2014, at 12:00 PM, Seth Katz wrote:

Hey, Linda (and everyone)--

I would like to second your sentiment. The CEA is a great conference, and last year, our ONE panel of grammar papers was standing room only!  These folks are hungry for what we have to say, so let's give 'em more to think about!

I'll be submitting something once the early semester rush abates a little.  Looking forward to it!

And BTW: for those who haven't been there, Indy is a lovely city: walkable downtown, interesting restaurants and shops. Recommended!

Seth


On Thu, Aug 28, 2014 at 1:25 PM, Linda Di Desidero <[log in to unmask]> wrote:
Hi everyone.
I hope you will consider joining us in Indianapolis in March at the College English Association's annual meeting, where we had a very successful ATEG Panel last year. In fact, this year's program chair has agreed to add a Grammar and Linguistics thread to the program, so I hope we will see a number of valuable proposals in this area. (You may not see Grammar/ Linguistics on the Topics menu yet, so be sure to note the topic on your proposal.)
 
College English Association is one of the friendliest and least political of the national professional organizations. The meetings always promise a good time with interesting colleagues, so I  hope you will join us in Indianapolis next March.
 
For those of you who would like to put together an ATEG panel again, let's do it! (Maybe we'll propose two or three panels for next year.) 
Here's the invitation from the Executive Director below. Let's see ATEG as a regular feature at CEA!
 
Best--
Linda
 
2015 Conference CFP and Invitation Letter
August 15, 2014

 

The Officers and Board of Directors of the College English Association invite you to join us for the 46th Annual Conference of the College English Association at the Hyatt Regency Indianapolis Hotel in Indianapolis, Indiana.  (One South Capitol Avenue, Indianapolis, IN 46204; Phone: 317-632-1234; Fax: 317-616-6299; www.indianapolis.hyatt.com), March 26-28, 2015.

 

The Conference Theme: Imaginations
We live in an age when news travels at lightning speed. This is mostly a good thing. Long before our local evening news sports reporter tells us how many points our favorite player scored in the game, all we have to do is go to our smart phones, click on the sports app of our choice, and then find the link that tells us the scores of the day. We can even watch highlights of the game if want to on our smart phones, thus, momentarily eliminating the need to go home after work to watch the highlights on our televisions screens.
If we are political junkies, we can also go to our smart phones and read about national or global politics or watch live coverage of congressional hearings right in the comfort of our homes. If we are addicted to celebrity culture, we can go to websites dedicated to revealing the good and not so good choices of our favorite stars, oftentimes, soon after a
good or bad incident has occurred. The bad part about news traveling at lightning speed, though, is that it does not give us opportunities to daydream, think quietly, or to sit in silence. The fact that news is just a few clicks away or on television all day denies us chances to use our imaginations these days. Imagining who we are or who we want to be is part of the human experience, but increasingly our human experience is competing with media that wants to do the imagining for us. Since news is so instantaneous, it is almost impossible to escape its tentacles. For our 2015 meeting, CEA invites papers and panels that will ask all of us to momentarily put away our smart phones, laptops, tablets, etc., so that we can refocus our energies on the wonders of our imaginations to consider the following questions: In what ways can we encourage our institutions, colleagues, students, and even ourselves to find meaning in using our imaginations for self-reflection and creative output? And how can we use those introspective moments, broadly speaking, to help us to become better teachers? (For suggestions, please see the attached Call for Papers.)

 

The CEA serves the scholar-teacher dedicated to bringing his or her own scholarly and critical perspectives into the classroom for the benefit of students. For more information about CEA, please check our web site <http://cea-web.org/>.

 

For program scheduling queries, contact Coretta Pittman, CEA 2015 Program Chair,  Baylor University, English Dept., One Bear Place # 97406, Carroll Science Building, Room # 106, Waco, Texas 76798 and by e-mail: [log in to unmask] (please enter “Program Chair” in the subject line).

 

For information on our online submission page, please see our web site at <http://cea-web.org/>.

 

For general conference information, contact Juliet A. Emanuel, CEA Executive Director (see address, phone number, and e-mail address below); or Steve Brahlek, CEA President, Department of English, Palm Beach State College,  4200 Congress Ave., Lake Worth, FL 33461 and by e-mail: [log in to unmask]. 

 

Juliet A. Emanuel
Executive Director, CEA
Department of Developmental Skills, N499L
BMCC/CUNY
199 Chambers St.
New York, NY 10007
Telephone: (212) 220-1406

 

Thank you.

 

 
Linda Di Desidero, PhD
Director, Leadership Communication Skills Center
Marine Corps University
Gray Research Center, Room 122
Quantico, Virginia 22134
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--
Dr. Seth Katz
Assistant Professor
Department of English
Bradley University
Peoria, IL  61625
 
Executive Director / Faculty Advisor
Bradley University Hillel
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Visit ATEG's web site at http://ateg.org/ --Apple-Mail-1--682088095-- ========================================================================Date: Fri, 29 Aug 2014 02:28:53 +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]> From: Scott Catledge <[log in to unmask]> Subject: Re: ATEG Digest - 25 Aug 2014 to 26 Aug 2014 (#2014-41) Comments: cc: ATEG automatic digest system <[log in to unmask]> In-Reply-To: <[log in to unmask]> MIME-Version: 1.0 Content-Type: text/plain; charset=utf-8 Content-Transfer-Encoding: 7bit Message-ID: <20140829022853.49CQV.90772.root@cdptpa-web02> Given my druthers my memorial grave stone would read Norman Wayne Scott Catledge jacit hic properly diagrammed. Scott Catledge ---- ATEG automatic digest system <[log in to unmask]> wrote: > There is 1 message totaling 58 lines in this issue. > > Topics of the day: > > 1. NCTE-FYI > > 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: Tue, 26 Aug 2014 18:26:00 -0500 > From: Geoffrey Layton <[log in to unmask]> > Subject: NCTE-FYI > > NCTE just posted this link on its Facebook page - watcha'll think? > > http://www.npr.org/blogs/ed/2014/08/22/341898975/a-picture-of-language-the-fading-art-of-diagramming-sentences > > > 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/ > > ------------------------------ > > End of ATEG Digest - 25 Aug 2014 to 26 Aug 2014 (#2014-41) > ********************************************************** 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/