Purposeful Punctuation

I really appreciated this chapter, and the way that it outlined specific rules of punctuation. The rules were very helpful because they pinpointed errors that are incredibly easy to make. As I read through them, I noticed that some of the rules were ones those that I can never seem to remember when I am writing or editing a paper. For instance, I do not have a complete understanding of all the correct places to put a semi colon, but reading through the specific rules really helped solidify my knowledge of how to use the semi colon. There were other rules as well that touched on other types of punctuation which I am not entirely familiar with, or had thought very little about. Altogether, I just felt like this was a very beneficial chapter to read, and can lend itself to be a very useful source in the future.

Purposeful Punctuation

I love that all the punctuation rules are clearly given here, along with examples. I also really appreciate the guidelines for using semicolons! It was good that the authors said in the chapter preview that their focus was not so much on specific questions as it was on the overall meaning contributed through punctuation. To approach it in that way made it much less overwhelming. I also liked the guidelines for colon use and separating prenoun modifiers. However, some of the information I was already confident in, such as apostrophes. Overall, reading this section provided me with a good and very straigthforward review of all we have been learning this term. In addition, it gave clarification to innate grammar rules I already knew but had never seen spelled out before.

Thoughts on punctuation chapter

It was kind of nice to have the rules of commas, hyphens, colons, and semicolons nicely spelled out. The chapter gave a pretty good overview of correct usage and exceptions to the rules. What I really liked though, was that the book pointed out that there is lee-way with these rules. You can use these types of punctuation so many different ways that correct usage is not going to cause you to turn out the exact same time of sentences all the time. And some of the punctuation rules can be broken--especially in creative writing--so that you really can be creative and grammatically correct.

Nominalization

I did not really understand what Nominalization was until this week from our lecture in class and from the reading in our text book. I am a Human Development and Family Science major, and nominalization is not something I have really noticed in the texts that I have read, simply because I did not know until now what nominalization was and the role it has in writing. Now that I do understand and am beginning to have more of a grasp on nominalization, I think I will begin to notice it more as I read through my HDFS text books.
This class is not affecting my writing style so much as perfecting the structure and grammar of my writing. It is teaching me how to be more concise, and to eliminate the common errors that I make. The class it teaching me how to better edit my own writing, and is enabling me with the tools and knowledge I need to have confidence in my writing and in my ability to improve it on my on. It is also teaching me how to critique other writing, and to be aware of the use of grammar and language I see and and hear in my everyday life. I believe that my writing will continue to evolve and that my particular writing style will change and get stronger, and much of that will be attributed to the lessons I have learned in our Understanding Grammar class.

Nominalization

Even though I am an English major, I never knew what nominalization was until now, so I have not been on the lookout for it in texts that I read. I am sure that it is present, but I don't think that clarity and abstraction are a big deal when it comes to English texts, compared to textbooks for the sciences that have to be clear. Part of what we do as English majors is to analyze abstractions in language.
This class is not affecting my style so much as it is affecting my editing process and consciousness. I still write the ideas and the structure I want first, then go back and edit. However, I am more conscious of common errors I made before, such as comma use and subject/ verb agreement. I guess a negative part of my style that has changed is unclear language, for I am becoming more aware of how to tighten my phrasing. I also want to start editing on paper and not just on the computer screen. However, I haven't had to write a lot of papers lately, but I will probably notice more changes as final paper deadlines approach.

Nominalization in Major/Writing Style

I haven't specifically noticed nominalization in my texts, but I'm sure they're present. I'm an English major, and I think that might be why. It seems like the specific type of nominals discussed on pages 339-41 would turn up more in textbooks than in novels.

I think that I pay a little more attention to how I write on my various class assignments. I actually haven't had to write very much recently, but I'm sure this class will make a difference in the next couple of weeks when I start writing end of term papers.

Revised Cinquain

Saying Goodbye

Longingly

In the pre-dawn light

Just one last time

To kiss your lips

Because it was our first time

Revised Cinquain: Waiting

Wishing
Now
For someone
One more time
To smile at me
Because that smile promises new joy

Cinquain repost

Writing

Hurriedly

Late in the night

To pass grammar class

Instead of studying for physics

Even though I’d rather be sleeping.

Cinquain

Writing

Cinquains
Late at night
To pass Grammar
Instead of studying for physics
Even though I’d rather be sleeping.

Cinquain

Procrastinating

Perhaps
Tomorrow
It should happen
Things will get done
When I get around to it

Waiting

Wishing
Now
For someone
One simple smile
To lift my spirits
Becuase you promise new joy

cinquain

Hoping
Now
For life
One more day
To feel the breeze
Because the trees are singing

Issues of language in my field

I am a physics major, and currently I am not planning on teaching. As a result of my major, I read a lot of scientific publications, many of which may not have been originally written in English. I find that I am very fortunate to natively speak English, as I can find journal articles from all over the world which are available in English. While it is important for people in America to have the language skills necessary to succeed here, it is also important that Americans realize that we are not the only speakers of the English language. English is in wide use across the globe, and we cannot expect that our standards will be upheld by everyone. We are interacting more with people from other countries, and so I think that we need to learn to accept that not all the English spoken will be Standard American English. Perhaps if we can accept variations in English spoken by foreigners, we can learn to accept some amount of variation in language in our own citizens.

Cinquain

Saying Goodbye

Sleepily
In the pre-dawn light
Just one last time
To kiss your lips
Because it was our first time

Lisa Delpit, Language in the Workplace

I think it’s important to remember that someone’s language background is going to affect whatever they do. Even within the United States, dialects and slang differ from region to region. This usually doesn’t affect communication that much, but the problem becomes worse when someone comes from another country, and English is their second language. It’s important to be tolerant of the mistakes those people make, but also be willing to help them improve their English, because the way someone speaks and writes can affect their career. Striking a balance between being helpful and condescending can be tough, but as long as everyone involved tries to be patient and open-minded, working with people with a different language background can really be rewarding.

Lisa Delpit's "The Silenced Dialogue"- Question about Acceptance vs. Language of Power

To teach everyone acceptance is a fantastic goal, but I do not see it as being realistic that we can exchange teaching acceptance for teaching the language of power. We can hope that our world and our society will change, and that the language of power will dissipate, but we have to come to terms with the fact that such is not the reality of today. It is our duty to teach minority children the language of power, so that they have the necessary means to succeed and flourish in the world. Do we throw out teaching acceptance? Absolutely not, but we need to find the balance of how to promote both. We should want our children to grow up learning how to better accept one another and their language differences, while giving equal opportunity for success to every child.

Delpit's relevance to my future field

I am an English major, but as of now, I am not planning to teach. I would like to go somewhere into the writing, editing, and publishing field. The issues that Delpit discusses definitely apply to these areas. Power is not just exercised in academia, but it pervades all of society. Delpit wants students to be instructed in the rules and language of power so that they can be effective functioning members of society. This implies that rules of power apply to the world beyond the classroom. That is why her observations and goals are important for anyone wanting to be more aware and effective in their particular field. In the publishing and editing field, I will come across a variety of authors with all kinds of backgrounds. Knowing the issues and presence of power will help me to understand and respond to their work in a way that seeks equality and is also most effective. Increased awareness of the world around you is always a beneficial learning tool, and by knowing that power in the classroom is something every child has encountered, we can grow closer to understanding and relating to one another.

Lisa Delpit’s “The Silenced Dialogue.” response to question on acceptance

In my opinion, it would be absolutely wonderful if we taught everyone to be acceptant of the cultures, backgrounds, and languages of everyone else. This however would not solve the problem of there being a language and culture of power. Simply teaching minorities to accept the language of power only further perpetuates its existence, and can leave those in minority groups to believe their methods, language, or dialect to be “incorrect” in a sense. This is not what needs to be done. If anything those instituting and perpetuating the culture of power, those at the top, need to become acceptant of various languages and dialects, recognizing more than standard formal English as correct. Acceptance is a great starting point, but acceptance must be built and acted upon in order to create the changes necessary to either extremely broaden, or eliminate the idea of a language of power.

Welcome to your class blog!

For the rest of the term, you will be posting, commenting upon, and reading the blogs of this class, Writing Commons One through Writing Commons Seven. When you compose a post, you may want to write it in Word first and save it. Then paste it into the blog post block. By composing in Word, you won’t get frustrated if the posting doesn’t work the first time.

You may respond to other people’s posts through the comment feature. You may read and respond to the blogs of the other groups by going to:
http://writingcommonsone.blogspot.com
http://writingcommonstwo.blogspot.com
etc. through http://writingcommonsseven.blogspot.com

You can add a comment to other blogs by using the comment feature. You can only post to your own blog.

Your first assignment is to post your cinquain, a poetic form described on p. 134 of Kolln. Then you will give each other responses and suggestions for revising.

Your second 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.


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. If you are not planning to teach, how do issues of language and power apply in the field you plan to enter? Does Delpit offer relevant insight?