Tuesday, August 31, 2010

Blog Summary 1: Is WHO really SINGULAR???

Dear all,

Since Ron has not posted his reading summary for Blog 1, he lost 30 points, and I am posting the summary of the other ENGL300 section. It was done by Shanaka Adams. You have time to respond to it on Friday, Sept. 3rd, when class is canceled, and during the weekend. It is due on Monday, Sept. 6th, at class start.

Here is Sylvia Chalker's protest article again, which you've all read (it is published on our website).

Before you get too excited about Sylvia Chalker's (not so bad) ideas, be aware that WHO is, in fact, really followed by verbs in SINGULAR, according to existing grammar rules. Even if she offers plausible reasons why, logically, plural might be better in some cases, she did NOT create a new grammar rule ;-)

Here is the ORIGINAL ARTICLE written by Geoffrey Leech that Sylvia Chalker was so upset about (just one page).

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Blog 1: Summary of Sylvia Chalker's, "Is WHO Really Singular?"

Chalker's article examines the role of "who" in certain grammatical situations. She argues that Professor Leech's view that a probing "who" as a subject is a singular verb even when a plural answer can be given. He suggests that in this instance the "who" is singular and if used as a plural, it is grammatically incorrect. The author of "Is WHO really singular", disagrees. She states that both singular and plural verbs are acceptable and okay to use if necessary to indicate a plural answer. She argues that the interrogative "who" isn't just grammatically singular or plural but the actual link to the meaning of it in a sentence. "Who" as a subject can convey various meanings in a sentence whether singular or plural.
Blog Summary 2: Sharpening, by Ken Marcrorie

I was assigned to blog about an article written by Ken Marcrorie called "Sharpening". In his article he discusses many errors writers make in their works and how to make the pieces more intresting and less wordy. He begins by addressing the use of the verb is and all the forms of be. The writer believes that the overuse of these verbs leave a piece of writing feeling dry and lacking detail. In addition to dryness and lack of detail, these verbs add wordiness to writing that may be uncalled for. Obviously using is and its other forms are many times necessary but the point the author is trying to make is to reduce the use of is as much as possible.
Another issue in writing Marcrorie is concerned with is the use of redundant adverbs. Many times writers will use multiple sayings or words that mean the same thing to describe an action or event. These will make a piece of writing too wordy and undesirable to read. Also many adverbs will steal the effect from the actual adjective used to describe the subject of a sentence.
Finally the author ends with weasel words. Weasel words are vague, unneeded words used to describe something but really has no meaning at all and often leaves the reader wondering exactly what the author is saying. Marcrorie argues that authors should always be certain of what they are saying and to make their statement clear.

Friday, August 27, 2010

Thursday, August 26, 2010

Using Adverbs Abundantly: Tom Swifties

USING ADVERBS ABUNDANTLY: TOM SWIFTIES...

Today, we are going to talk about "adverbs." Instead of a mini lesson, we will start with a little grammar exercise, and then become creative ;-)


Here are some GUIDELINES about the order of adverbs in a sentence:
THE ROYAL ORDER OF ADVERBS
VerbMannerPlaceFrequencyTimePurpose
Beth swimsenthusiasticallyin the poolevery morningbefore dawnto keep in shape.
Dad walksimpatientlyinto townevery afternoonbefore supperto get a newspaper.
Tashonda napsin her roomevery morningbefore lunch.


First task:
Take a quick overview of what ADVERBS are.

Second task: take this short online quiz about adverbs.

Third task (everyone on his/her own):
This is what happens if one uses adverbs abundantly... ;-)
Go to the following website and learn what "Tom Swifties" are.


Task 2:


Get together in groups of 3-4. Go to the following webpage. Your group's task is to create a 5-item test for another group that this group has to solve. Get the emails of the one member of the other group (your partner group), and email this person your quiz. The group that solves most of the 5 items it gets from another group wins!! You need to retype the Tom Swifties that you find on the webpage, but you leave out the last word, i.e., the pun, for the other group to fill in the blank. Don't invent them yourself yet!!!

Examples:

1. How do you start a model-T Ford without a battery?" asked Tom _____________ .

(answer: CRANKILY)

2. "I have to wear this cast for another six weeks," said Tom _________________ .

(answer: DISJOINTEDLY)

3. "I'm shocked," said Tom _____________________ .

(answer: ELECTRICALLY)


You should select sentences that people are able to guess when they think hard.

EMAIL me your 5-item quiz (with solutions). Only one per group, please! Indicate your group members names in this email (because you'll all get participation points for the quiz).


Task 3:


Now, invent 1 Tom Swifty on your own!!! Publish it as a comment to this blog. If you work in groups, indicate all your names on your blog entry. You can also work by yourself. If you can't finish in class, do it as homework for Wednesday, March 17th.

If you missed class today, invent a Tom Swifty on your own, and post it on the blog by Wednesday, March 17th, for homework!

Monday, August 23, 2010

Welcome and First Assignment

Dear all,

Welcome to ENGL300-1, your advanced grammar class!
The first thing we'll do is to introduce ourselves to our class mates.

Please post a short COMMENT to this blog entry, telling your peers about your major, your interests, your expectations about this course, your problems with grammar (if you have any!!!), your personal websites and Facebook (if you want!!), and so on.... ;-)

Homework for next class, Wednesday, Aug. 25th:

1. Find a grammar cartoon on the Internet to replace the one on the right (it's a bit sexist ;-)), and email it to me, together with the link where you have found it!!! The funniest one will be chosen to appear on our website first; the others will be put on later in the semester.

Remember that we only use our grammar300.com emails!!!

2. Try to find the grammar mistake on the copy of the "jury duty" info sheet. If you find one, circle it on the copy, and write the correct sentence on the back side. If you can't find a mistake, or think there is none, write this on the back side. Put the sheet in your folder and submit your folder on Wednesday, August 25th, in the first 10 minutes of class.