Thinking About Punctuation

I read this section and became totally overwhelmed! I think I'm the opposite of the majority in that I'm fine using semicolons and dashes and actually like to use them when their effects are appropriate. But I use way too many commas, and don't really know when to use or not to use them, most likely because I never knew the real rules. I also always wondered about hyphenating things, so now I know! I think this section is one I really wish I would have had around sooner because although there's a lot of information packed into about four pages, it seems to explain things well.

Nominalization in the English Major

I took the Writing 416 course in the fall and read so many other students' writing that was nominalized, and thought it sounded awful, and then realized that I do it too. It seems to happen when students are trying too hard to sound smarter. Then everything just comes off as dull and overly academic. I think I read a lot of nominalized writing and don't even notice it. I'm with Emily on this one too, that I thought I was a lot better at grammar than I really am and now I will just leave something out or switch it completely if I think it might be grammatically incorrect.

Thoughts on Punctuation

Before reading this section (and taking this course), I felt like I had a good grasp of punctuation. I knew most of the rules and could write a paper that was basically error free. After reading this section, I realized that while I may have been correct, I haven't been very daring. I have been punctuating correctly because I usually use simple sentence structure to avoid error. Now that I have had a course in grammar, I feel like I can branch out and have reason to use this punctuation. So I think that "Purposeful Punctuation" would be a good section to keep around for future reference. 

Purposeful Punctuation

I have a feeling I'm like a lot of people in this class in that I feel pretty confident in my ability to punctuate correctly. What I mean is, the simple things like commas and periods don't really trip me up in my writing for the most part. However, I lose confidence when I attempt to work with other forms. Dashes, semicolons, and colons are just a few of the things that I often find a way to avoid using for the sake of cutting down on possible errors in my writing. However, it definitely seems worthwhile to learn how to use these things correctly because, while they are used in more specific situations than things like commas, they are valuable tools. This term, I've learned that there are times when these less common types of punctuation can be used to great effect, especially in cases when emphasis is important. I can't say that I'm fearless in using them after studying them, but I do feel like I can take a chance at experimenting with these more complex forms of punctuation in the future. Hopefully, with practice, I will see some improvement in my writing as a result of this experimentation.

Noticing Nominalization

I'm with Emily on this one. I wasn't familiar with the idea of nominals prior to taking this class, so I can't say that I noticed them. That said, I'm sure I come across them all the time. As an English major, I read different genres from many different places and time periods, so I imagine it's pretty impossible for me to not have come across nominalization. This class is affecting my writing style for the better, I think. I like to be concise and use accurate language, so knowing how to be even more accurate is obviously helpful.

Nominalization/Writing Style

I can't say I've noticed nominalization in texts I've read, but then again, I never knew what it was. Plus I'm a sophomore in Animal Science, so I haven't taken many ANS courses that involve extensive reading. But now that I know what it is, I will most likely find it in some of my readings. 

I would say that this class has definitely affected my writing. I now carefully consider what I'm going to write before I write it. I also take less chances now, like if I think something might be grammatically incorrect, I leave it out. Therefore I think I've been simplifying things. I'm sure that by the end of the course I will be more comfortable taking chances, but right now, I'm pretty wary. 

Emily's Cinquain

Revised Version:

I realized that my syllables were wrong...so I had to make a few other changes. Plus, since my noun phrase was wrong, I had to change the end as well. Who knows, I might have changed something that didn't need to be changed. 

Slouching

Sadly

At my desk

Last Monday night

To rid the feeling of failure

Because I failed another midterm

Original: 

Slouching 

Dejectedly 

At my desk

A downtrodden face

To match the pain in my heart

Because I failed another midterm

Kyle's Cinquain

Swimming
Here
With fish
All day long
To find some clams
Because you want some pearls

Teaching Acceptance

It would be nice if, rather than discussing the problems associated with a language of power, we could “just teach everyone acceptance” as one student suggested, but I’m no so sure that is possible. First of all, as Delpit stressed, people come from many different backgrounds, each a culture with its own nuances of meaning and traditions of expression that might only be known to members of that culture. If everyone attempted to communicate using their own favored language, things are bound to be misunderstood, misinterpreted, etc. I don’t think it is necessarily a bad thing that there is a ‘common’ language by which most communication takes place, but that the problem lies with the fact that being born into the culture that language comes from results in an instant advantage. I think Delpit does a good job of making readers aware of this problem, and that is certainly a good step toward a solution.

Power in the Workforce

I don't have a job in mind for my future at present, but I thought that Delpit's article was very insightful for anyone who's planning on being in management. On page 249, she discusses the different oral interactions between Black teachers and stereotypical "middle-class" teachers. The latter typically formed their directives in questions, whereas the former used commands. 

A lot of times, people just want to be "nice." They don't want to be thought of as forceful or cranky. But if one wants respect in the workforce, a certain degree of forcefulness is necessary. Otherwise, your authority will be questioned and you won't be respected. 

This truth is harder for some than others. Personally, I have issues with being commanding with those I am leading or those who work under me. Others have no problem "throwing their weight around." But it's important to understand the balance. 

Lydia's Cinquain

Looking
Across
Through crowds
Ten long minutes
To try to find ice cream
Because it sounded so tasty.

Language and Power in Publishing

I’m going into writing and publishing, so rather than language and power being negative necessarily, and something that is mostly subconscious or ignored, they seem to be used on purpose. A writer will use certain voices or perspectives of power in order to reach a certain audience, move the reader in a particular way, or just get the point across in a specific way. A writer who overuses power will probably not be too popular though, since the reader will be more offended than moved. In editing writing, it’s important that the editor be aware of the use of power and language. Delpit’s overall claim that people need to be aware of this power rather than pretending it doesn’t exist I think applies in a way to publishing as well as teaching because in writing, power that is unaccounted for or ignored can really change the meaning and tone.

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?