Punctuation Full of Purpose

Chapter 15 was a nice review of the punctuation possibilities available to an aspiring writer. One thing I did learn from reading over the chapter was the comparative merits of dashes and parentheses, specifically when to use them for a desired effect. In my everyday writing, I usually use parentheses to expand on an idea, as an after-effect, and I only ever use dashes when writing up definitions. I learned that I can use the two interchangeably; the dash can be used to highlight explanatory materials, while parentheses are used to downplay those same materials. I now realize that every time I used parentheses in the past to expand on an idea, the use of dashes would have been more effective at conveying the importance of the additional information to the reader.
Oh well. You live and you learn. At least I now have a resource if I have any questions about punctuation in the future.

Purposeful Punctuation

The chapter on purposeful punctuation was an excellent review. It went over everything that I have been taught since elementary school and more! When I have a punctuation question, I now know where to turn to for a quick, straight-forward answer. This chapter will definitely serve as a great resource. For a more in-depth review, additional reading is required; however, this chapter makes further study easy by providing associated page numbers. Being the huge dork that I am, the reading sparked my interest in semicolons. I wondered about semicolons in a series when a segment in the series possesses a comma. I didn?t know whether or not a semicolon was needed between all segments or just around the segment with a comma. Page 361 addresses this issue somewhat, but the example was not informative enough to answer my question, and additional page numbers for further enlightenment were not offered. Even though I intuitively knew the answer, I tried to look it up online. I found nothing. Sometimes, no matter helpful the reading, you just have to ask the professor. As it turns out, if one or more of segments in the series have a comma, a semicolon is required between every segment in the series.

Writing strategies I plan to use:

1) Sentence Rhythm

2) Cohesion (use known-new contract for better transitions)

3) Do not overuse the 'be' verb (substitute 'be' verbs with more precise verbs)

4) Deliberate Sentence Fragments

5) Use Gender Appropriately (use 'they' or the actual person(s) in place of 'he')

6) Word Order Variation (I don't know when I would use this though)

Tech and language

I am sorry this is late. The Black out on Wednesday night affected our Internet until Thursday morning and this is the first time I have had to get to blog.

The video asks the question “Has media changed language?” … Or at least it was something along those lines. I have to say yes, the availability of personalized media has affected the way language is used. But, what doesn’t? Language is a community communication tool, and as the community changes the tools will. However, the thought and meaning is behind the language; it has to be in order for the new language and usages to have meaning.

I am not saying that the effects have all be positive, or helpful but I think the discourse around the changes in language from media has become polarized. Similar to what has happened in the art world, as new techniques and tools create different graphic possibilities the critics debate over their value. The difference is that they still see a value in what is created, and with language we worry over the “loss”. As a teacher I know my students need both the classic language skills and the new technology skills. The classic give context and the new give availability. Don’t forget that the classics skills were not as widely available as technology is. Learning and using proper language was used to create hierarchy and division among races, cultures and communities for hundreds of years. By not finding a balance between new and old language and it’s uses I think we support the old divisions.

CMC and Personal Communication

Crystal VanKooten presents the other side of the argument that claims, “CMC is degraded language,” “that it's contagious,” and “that it pollutes traditional writing.” While I disagree that CMC has degraded formal or “traditional” writing, I do think that CMC has degraded communication. Technology allows people to interact with each other impersonally, and this impersonal communication permits individuals to speak their mind without having to face social consequences. People no longer have to feel uncomfortable or embarassed for saying something inappropriate. They no longer are required to gage emotions or interact based on social cues. Along with the advancement of technology, there has been an increase in social akwardness. More and more people are unable to interact effectively in face to face situations or over the phone. This generation, as well as future generations, will need to find a way to maintain important social skills.

VanKooten Response

I personally don’t think that CMC, as VanKooten puts it, degrades written language. I sort of see CMC as stylistically different from standard written English. During my formative years, I was taught that the rules of writing were absolute, and if you broke them your grade would suffer. Now it seems like to be considered a good writer, you have to break rules to develop your own style of writing. That’s all CMC is. It’s just a different style of writing. Did modern English when it came into practice pollute Elizabethan English? Maybe, but it was definitely stylistically different.

Language and Technology Assignment

Crystal VanKooten, a doctoral student in English and Education at the University of Michigan, has created a You-tube video on the influence of technology on language. Please watch the video (just under six minutes long) and respond on your blog to one or more of the issues Van Kooten raises in her video. I especially like her use of music with the images. Crystal VanKooten received her MA from OSU and then taught high school in Oregon for five years before going on for her doctorate. Remember also to respond to the blog posts of others.
http://www.youtube.com/watch?v=W0Mgxhqfdyg

Acceptance over Language of Power?

Teaching acceptance is a noble endeavor, but not a realistic one. While we strive for acceptance, we more often than not only achieve tolerance.
Acceptance can be defined as the welcoming of different and diverse beliefs and ideas into one’s own culture. Tolerance, on the other hand, is the acknowledgement of the differences between cultures, but not necessarily the acceptance and integration of those differences.
“We listen, but we don’t hear,” as Delpit would say.
The culture of power is one steeped in tolerance rather than acceptance. To succeed in the culture of power, one has to be able to speak the language of power, and by teaching students the language of power, we are giving them the tools necessary to make themselves heard.

Response to #2

2. One student asked, “Why do we have to discuss teaching minority children the language of power? Why not just teach everyone acceptance?” Respond.

Part of learning how to accept others is recognizing the social and cultural structures we have in place. We have to recognize who has what power and how that division of power affects us. When we understand the methods of how the power in a community, culture and society are created and then used we can begin to understand parts of the background that composes the people we wish to learn how to accept.

Aside from this aspect of understanding, teaching the language of power typically happens for children who do not belong to a minority. Children of the culture in power receive an education that will help them maintain the culture’s power. By providing everyone, regardless of their cultural assignment, with an education that enables them to use elements of that power, which includes language, we are giving them an opportunity to move beyond being accepted and work towards becoming recognized as a peer.

The goal of embracing diversity is not teaching people how to accept that everyone has differences; the goal is for people to understand the complexities of our world and learn how to value them. By teaching all children the language of power we are giving them the tools they need to understand the world in which they live and the ability to effect change.

Teaching and the Application of Delpit’s Ideas

As discussed in the article, different cultures and socioeconomic classes use language that reflect the codes and rules of their own culture or class, and codes and language differ from one culture to the next. As a high school teacher, I should not assume that all of my students are capable of picking up on the codes of my White middle-class culture. It is important for me to learn other culture codes to effectively teach students from all backgrounds. This can be done by analyzing the communication used between students of the same culture and using their methods of communication when teaching. I need to be able to step outside my culture and value alternative world views by hearing what students have to say and internalizing those beliefs. It is equally important for me to teach multicultural students the codes and rules of the culture of power, so they can function and excel within that culture of power. I can apply this idea by teaching Formal English and the concept of appropriate audience. Lastly, the article stresses the importance of using explicit language not only to ensure equal educational opportunity, but to gain and maintain students’ respect. Delpit claims that if respect is established, then students foreign to the codes of the culture of power will not be regarded as delinquent. This application requires the implementation of direct speech. I also need to be aware of my language and the impact my language has on the behavior of my students. Instead condemning “bad” behavior and dismissing it as just that, I will need to reflect on my language and alter it.

Delpit Assignment

Your assignment is to respond to one of the following questions related to Lisa Delpit’s “The Silenced Dialogue.” Aim for about 100-150 words, and post it to your team blog. Please follow the following guidelines: 1. Identify your entry with a title that suggests the content.
2. Single space. You may respond to other people’s posts through the comment feature. You may also read the blogs of the other groups by going to: http://writingcommonsone.blogspot.com/ http://writingcommonstwo.blogspot.com/ etc. through http://writingcommonssix.blogspot.com/ You can add a comment to other blogs by using the comment feature. You can only post to your own blog.

Questions (choose one):
1. If you are preparing to teach, what are you taking away from Delpit’s article regarding language and power that might help you as a teacher, and how could you apply these ideas to your proposed level of teaching?

2. One student asked, “Why do we have to discuss teaching minority children the language of power? Why not just teach everyone acceptance?” Respond.

3. For one of Delpit’s specific proposals (refer to the article), discuss the challenges of implementation. How could these challenges be addressed?

4. Your own topic.