LIKE, CASUAL, DIG?
This was an interesting video. It made
s an interesting video. The most important thing it did was make me think about how our language shapes our thoughts. How 'Same old story,'doesn't mean 'Old same story'. I have to think a little bit why that is. Maybe because old starting out the sentence is used enough, like in 'Old man'.

It was interesting to think how the process of grammar is engrained in our heads, and if grammatical rules shape the way we think, then people of the same culture who follow certain grammatical rules have ways of thinking that are peculiar to their own. This is mind boggling to think about. It makes me want to learn another language and see in what ways they think differently because of their grammatical differences. I don't know if the word order languages like English or the word ending languages like French give the speaker more freedom to express their individual thoughts in a dynamic way. I feel fine with English. I think English is the most free of them all because it has %50 more words than any other language; making it the appropriate world language of the future.

One important point someone made was how new languages can produce new thoughts. This is why it is important to make our language as free and open as possible, so people don't suffer writers block and consequently inhibit their mind flow; no matter how eccentric it may get, the Tao will always keep us in balance.

I found some things intellectually un stimulating. Like when people said a word is 'A sequence of letters between two blanks,'and 'The smallest separate piece of language that all by itself can have meaning'. But I guess you have to include the simple along with the profound when you are trying to cover all the bases.

Formal

eccentric intellectually separate piece guess
The video was summary of the ambiguities we feel concerning language. It brought up important questions: How does a child know what a word is? What biological endowment is it? What are the core properties? Why do we all follow rules without knowing why, or not have to think before we speak?

Languages are systematic. But the question is who controls the system. Word order is like a trend, we can break the rules but we are too stuck into our comfort zone of how we use our language. If we could just free our minds as to how we speak, we could be much more dynamic in our communication, and therefore communicate new ideas and become a much more intelligent species.

A main focus in the video was Noam Chomski's revolutionary ideas about the thinking processes engrained in our heads. The question, 'Which marble is closer to the box, the one on the outside or the one on the inside?'was intriguing. How did we come to the societal conclusion that if a marble is in a box, it is not near it. Maybe because we can't see it's relationship to the box so we naturally forget about it the way a child does.

There were a number of interesting statements about language: Words are like atoms that make up the molecule and forms a new entity. A small number of words make an infinite number of thoughts. New languages can produce new thoughts. A child by the age of one can pick words apart out of sentences. There is no longest sentence. We can say things no one has ever said before. There are 5,000 languages in the world. If we can see ourselves as we see animals we will see we are the same. Language helps us think abstractly, as we are propelled to think abstractly. Language is arbitrary, what is truth?

Coleridge, Keats, and Wordsworth really liked their melancholia because they were afflicted by problems what gave them their melancholia. John Keats, for example, was less than five feat tall and died of Tuberculosis at the age of 26 which he got at 19 swimming in the river. His brother died in his arms coughing up blood and his dad was literally killed by a horse, and he was a virgin who didn't like his girlfriend, plus he was a cockney and the critics didn't like him. He was the ultimate carpe diem poet (probably because he was young) and lived as intensely as he could. The poor guy didn't really do very much in his life, but he composed more poems in a short period of time than anyone else. However, he made the most of his short cummings and had a positive attitude about life and did his traveling by reading. His writing is about the human heart and its conflict with itself. He was very connected to ferry land. Keats had very little melancholia compared to Coleridge.

Coleridge was also afflicted by constant pain and new time was always pressing on him even though he lived a pretty long time. He wrote in fits and starts and there was urgency in the man's moment. One of his past times was 'writhing on the floor howling and screaming 'like a dog because of his pain. There sure was no fluff in his writing. The man was too hard on himself because he was addicted to laudanum. Too bad he wasn't addicted to nugs, they probably didn't even know what nugs were. He took his guilt too far because he was unhappy at love and couldn't forgive himself for getting divorced and couldn't bring himself to marry Mary Hutchinson. At least he valued friendship and loyalty above all else. He was so smart he was a bit of a psychoanalyst with his primary and secondary imaginations; and mind you this is before Young and Frued One thing that contributed to his melancholia was his liking for excuses. He dwelled on his excuse on why his Kubla Khan poem wasn't the greatest ever because of that darn tax collector who ruined it for everybody. His poetry was subjective and emotional and melancholious. Like the Lime tree Bower poem. Coleridge almost drowned swimming and got a disease of the nervous system and was treated with opium and got addicted and was a neighbor of Wordsworth and was non fined to the city and was a poet of memory and talks of the dark side of nature unlike Wordsworth. He was preternatural- What is god's relation to us?

Wordsworth was very melancholious also because he was an English romantic poet. He was born in Northwest England 300 miles from London which was a long way. He had a decent education and he was saturated in nature and gets energy from nature and had a successful family life. His strength in in his simplicity and his innocence maintains itself and all of Coleridges characters are extensions of his own complex personality.
He had an easy life compared to those other two dudes but saw a lot of negativity that made his melancholious; I.E. the French Revolution. However, he didn't write much about those days. He had a long solid marriage with his wife and lived to be 80 years old and became a stamp collector and had a falling out with Coleridge because of Coleridge's second Sarah Hutchinson, the sister of Wordsworth's wife. A lot of his poems were melancholious, like Simon Lee dyeing because of no social security and Michael getting shafted by his son and cousin and the poor woman in the Ruined Cottage. His poem Rhyme of the Ancient Mariner had its melancholia also, in a supernatural way.

The feeling of melancholia that pervades in the poems of these three poets is that of misunderstanding between the characters of the poems and each other or between them and the situation they are in. Melancholia in the dictionary means 'black bile', which means stagnant, something that isn't circulating and changing enough. They are stuck, the excitement of a new moment is gone to them. The girl in 'We Are Seven 'and the narrator have a misunderstanding and there is something wrong (dead siblings). All of these poems are about people mistreating each other and the nether realms of dream and nymphs are untouchable and enigmatic with no real relation to this world except in a sort of motivational way. In 'Rhyme of the Ancient Mariner 'the sailor is reprimanded for killing the bird but he didn't know at the time that killing that Albatross was bad. And there was no real realization between him and nature in the poem except that he shouldn't kill Albatrosses. All I see is negativity, for example with The Ruined Cottage: 'One sadness, they and I. For them a bond of brotherhood is broken....She is dead, the worm in on her cheek, and this poor hut, stripped of its outwark garb of household flowers....the place knew them not...he left me thus-poor man! he had not he heart to take farewell of me, to my shame I speak, have need of my best prayers to bring me back again.

He had a 'Theory of Creativity' that was almost like Jung's theory of the subconscious. We have a primary and secondary imaginations. The primary imagination is the conscious mind, and the secondary imagination is were the information is stored.

These guys seem to feel a need to balance negativity with positivity. A slumber did my spirit seal by Wordsworth is a perfect example. The first stanza he talks of such positive omnipotence of a human, but counter acts it in the second stanza. I think you can make a good poem without paying any attention to negative things like weakness. It seems like every poem of his goes downhill in the last stanza, except for Lucy Gray. Wordsworth was one of the more positive romantic poets, and he was still melancholious which is a freaky thought. It is understandable that Keats and Coleridge were melancholious because of their hard lives. It is interesting that the popular poets that most people liked were the melancholious ones, or most all poets were melancholious This must mean that most of England was melancholious, which actually is an impression that I had of the whole western world at that time. These poets are so good at saying the most melancholious things, for example, this is a thing that Keats said about himself that pins the tail on the donkey: 'My own domestic criticism has given me pain without comparison beyond what blackwood or the uarterly could possible inflict'. It seems like these 'meloncholions' each thought that 'Their burden was the heaviest', so to speak. My theory about the inherited creative western thought is that the artists bring to sight the truth that isn't apparent and needs to be seen. What needed to be seen was the melancholia of English people as well as the beauty of the earth. The people of those days were very melancholious and didn't realize it, and they didn't regard wilderness as beautiful because of the Christian belief that flesh and other earthly things like witches are bad. These poets were still a little confused because of their portrayal of witches and netherly spirits as being evil. I bet children being afraid of the dark came from the same origins. A good example of Englishmen paying attention to negative things is in Keats' poem about King Lear. He realized that it was time for Englishmen to come out of the dark ages of thought and realize the crazy things that they do too much of. The romantic movement was more anti-fascism than it was pro-nature. A lot of the time anti fascism requires an emphasis on negativity for a while, but they know this is just a phase that they are going through. The last sentence of King Lear is a good illustration of my point: 'Give me new phoenix wings to fly at my desire'.

I appreciate their sensitivity, these guys would be considered sissies by today's standards, with all of their talk about weakness and melancholia, but this was probably just a trait characteristic of the poets of the day, trying to reverse the heartlessness of the common man of the day.
These poets were very good at causing emotions about simple things, but always failed to come up with a solid answer. Keats' The Eve of St. Agnes is a good example. This poem is dedicated to causing tension of the near sexual encounter that never happens, and he explains it in every which way.

None of these dudes were very political either for fear of execution, so they had to get their point across in a subversive and cunning way; which you can see carrying forth into today's thinking through writing. The most political poems of these three men were The Ruined Cottage and Michael. The most subversive are The spirit of St. Agnes, Christabel, and Lamia. What point he is trying to get across in these subversive pieces I am not too sure.

Samuel Taylor Coleridge is recognized as the most melancholious of this trio. Melancholia is not completely negative, it has a hint of dulling mercy mixed in, keeping it sweet in a painful way. The Rime of the Ancient Mariner, is a good example of this romantic phenomena. The poem is endurable because of the delightful imagination it provokes because of this splendid journey. But every crewman but one dies, and the hero endures unspeakable hardships (like getting black lips from dehydration). One reason it was such a good poem was because of the moral: Don't kill god's creatures who are trying to befriend you. Christabel was the perfect poem to provoke a sensed of melancholia because a bad thing happens to a good person.

Another consistent characteristic of these three authors of stanza and verse is that their characters are frequently asking for help from beings from the outer realms. One example is in Christabel: ''Mary mother, save me now!'. And in The spirit of St. Agnes, the beadsman requests help from the fairies. One possible cause for this phenomena was their feeling of helplessness against sickness, nature, and their dictators. Coleridge was quite good at making melancholic sentences like this one: 'A grief without a pang, void, dark, and drear, a stifled, drowsy, unimpassioned grief, which finds no natural outlet, no relief, in word, or sigh, or tear'. That is the melancholy that these men are talking about. Here are some more: 'Or the dull sobbing draft, that moans and rakes upon the strings of this Aeolian lute, which better far were mute'. 'Hence, viper thoughts, that coil around my mind, reality's dark dream!''...No wish conceived, no thought expressed, only a sense of supplication; a sense o'er all my soul imprest that I am weak, yet not unblest... sense of intolerable wrong, and whom I scorned, those only strong!' 'To wander back on such unhealful road, plucking the poisons of self-harm!' 'Vain repetition! Home and Thou are one'.

When Coleridge wanted to be positive, he was good at it though. The Eolian Harp is a very beautiful poem because of these lines: 'The one life within us and abroad, which meets all motion and becomes its soul...Rhythm in all thought..The mute still air is music slumbering on her instrument....The sunbeams dance, like diamonds, on the main...O'er them sweeps plastic and vast, one intellectual breeze, at once the soul of each, and God of all? Yet, even this poem becomes meloncholic in the end with this line: '...A sinful and most miserable man...'. Wordsworths poems weregood but most of them ended the same. In the last stanza of each one, they turned sour. This is not true for Simon Lee because it is a long poem and it is one of his more meloncolious poems. In We Are Seven, the whole poem is centered around the girls fantasy land, and in the last stanza he returns to reality. In Lines Written in Early Spring, he speaks about the beauty of spring the whole time until the last stanza, where he says: 'Have I not a reason to lament what man has made of man?' Expostulation and Reply and The Tables Turned are his only poems which I can't classify as meloncolious. In Expostulation he is advising a person who is meloncolious to not be meloncolious, and with The Tables Turned, he is doing the same thing. All of his short poems that we read were relatively possitive until the last stanza, except for Lucy Gray. I find it quite amusing that in Preface to Lyrical Ballads, he says he wants to write poems that '...relate or describe them (incidints), throughout, as far as was possible, in a selection of language really used by men'. Because I can understand the preface, but his poems seem like a foreign language to me. So I don't know if the way common people in England of those days talked like his poems, or his Preface. One synynym for melancholy is pensiveness, which means dreamy thoughtfulness. Which means that these three men were very sensitive to thoughts and feelings that most people aren't. When Wordsworth describes what a poet is he says: 'To these qualities he has added a disposition to be affected more than other men by absent things as if they were present; an ability of conjuring up in himself passions...the poet principally directs his attention...and the mind of man as naturally the mirror of the fairest and most interesting qualities of nature'. Here he means that poets are mostly concerned with describing menial things as ÒEmotion recollected in tranquillity', which don't really mean anything to normal people, but after the poet describes it in his melancolious way, people will see it differently forever. Because he thinks that people donÕt look at nature in as a meticulous way as they should, as he says: 'Poetry is the image of man and nature'. Much more greatly would I appreciate poetry that could convey possitive, energetic, and chearful emotions, and have a happy ending,
THE OF KEATS, WORDSWORTH, AND COLERIDGEmelancholia,partly hey were afflicted by problems, and partly because it is a powerful emotion and gets results in those days. his mother died of Tuberculosis, as literally killed by a horse.

Melancholia is England of that day, and probably even today to an extent more stretched than that of America. I sure am glad I live here now.

'Hey bud, do you like your aliens?' The American said to the non American, because he was in Ireland.
'What?'Said the Irishman. 'You're mad!' 'Thanks man, mad bastard! yea' A great way for me to start out this trip around the world, the mad bastard. I swear, every time I trip something bizarre like this happens, before anybody says anything to me I get a nickname. Yea, I love Ireland, their so friendly just like everybody told me. This is the most religious country in Europe, and they use alcohol as their spiritual medicine. Everybody just liven high in this joint. I think everybody here knows each other since childhood. So I ask my new found friend. 'Hey, made, do you know everybody here since childhood?' '-----------What?! nooOOO!! 'He seems agitated, they must be out of his certain kind of beer or something. 'How many people do you know here since childhood?' 'No body, why?' 'Oh, I figured everybody would know each other here, you know, being a small Irish town.' 'I'm from Whales' 'Oh, so your a traveler too, I just got here from New York this morning'. 'No I live here'. 'Why do you want to know I like aliens?' 'Well, your Irish, I figured you would like to talk about religion' 'Aliens aren't religion' 'What are aliens?' 'Uh, that stuff you see on Star Trek' 'But their everywhere' He seemed confused. 'There all over' 'Man your mad! You've seriously fell off the loony bin' 'Hey you guys' He called to his friends, Marcus and Lizzy. 'This guy says there are aliens everywhere' 'Oh year said Lizzy, I say these lights in the crop circles, Just in the middle of the air' 'So were are all these aliens' Inquired a curious Marcus. 'Well I don't know, I read there are some lizard people in underground caves in New Mexico, Colorado, and under Maine some where, and good aliens like the Syrians under Mt. Shasta'. 'Bullshit!' Said Hubert as he walked off to go pee or something' 'They've got basis on the moon and Mars and Moons of Jupiter, and there are 14 foot tall ones who live in a planet that revolves around the Sirius sun that is all water and one continent about the size of Australia where the people live, and the rest of the planet is inhabited by Dolphins and Whales and stuff, there was a civilization like our on Mars until a little less than a million years ago, but they had a nuclear war and warp drived over here as they went future in time to 65,000 years ago into the Atlantean civilization, which was still getting used to the Hebrews who also warp drived into the past from the future because they had to have a retry in the evolution in their society' Then Lizzy turned around and started talking to her friend behind her. 'My name is Kyle' I said to the big built bald 30ish year old Irish guy' 'I'm Marcus, nice to meet you' He gave me a concerned look 'Do you believe in Aliens?' 'Uh, no' 'Why?' Because if they were here they would take over and make all of us slaves' 'They used to do that, but the Luciferian rebellion was quelled by Jesus, otherwise known as archangel Michael, its in the ancient Cuneiform tablets from Mesopotamia, in it they say a race called the Nefelim came from a huge planet called Marduk, that is in this solar system in an elliptical orbit that lasts three thousand years, and they came down and mixed their sperm with the Neanderthals egg and made us 200,000 years ago, and made us mine for gold so they could put it in their atmosphere to keep in the light and heat for their outer orbit.' 'How do you know that?' That's what the story says, and it also talks about the water God Neptune, that actually looks like a water planet, but we didn't find that out until the voyager spacecraft passed it in 1978, remember Neptune, god of the sea. And it describes Pluto that we just found, how do you explain that?' 'How do you know he translated the tablets right?' 'How do you know anybody translates tablets right? That's what they say, its also in the Bible, remember the tower of babel? when everybody in the world spoke the same language and built a tower to reach the heavens but the god said it was too soon and knocked it down and then we all spoke different languages. The bible is full of flying saucer stories, when Ezekiel saw the wheels within wheels coming at him to give him the message, or when Moses and them followed the silver cigar shaped cloud for forty years across the desert, that same thing is described a lot in UFO sightings. They were tripping the whole time too, the sacred manna that god gave them for food as they hiked across the desert for 40 years are mushrooms, look at the old drawings of the ancient Jewish medicine men, they look like giant penises, their hats look just like a mushroom' 'Wow, you know a lot' 'Yea, all the Aliens write books, I read book by the Plaiedians, Syrians, Arcturians, Andromedans, Jesus, and there is a book by the Grays that I haven't read yet, they write their books through psychic women and computers, and one book, the Urantia book was wrote by people who live here accept in another dimension, they just wrote on paper and put it in this guys safe, the crop circles are their galactic symbols, the triangle with the circles on the end are the Sirians' 'Why aren't they down here now?' 'They can't interfere with us until we are ready, we still don't believe generally, people would freak out' 'No they won't' 'Oh you've seen how violent people in this country are just because of religion, its not some obscure political history a thousand years old, and the middle easterners killing each other over religion. The Muslims boarded up the east gate of the temple of David in Jerusalem just because of the biblical prophesy that the messiah would return and walk through that gate, and they put a grave yard to make sure this would never happen, because Jews don't walk over graves. I heard a fundamentalist Christian say he believed in aliens but that they were workers for the devil, imagine what the fundamentalists would do if they were to land? They already freak out about Judas Priest and homosexuals being controlled by the devil, and look at all the laws they pass, no drugs or else life in prison and huge fines, no same sex marriage, no abortion no matter how young the mummy and if she doesn't want it. They think 90% of us are off to hell after life forever, or just become extinct forever, depending on what is scarier, just think what they would do to flying saucers. We have enough bombs to make the earth like mars, and every time they come down to diffuse our warheads the soldiers shoot at it. We're way too paranoid to let them just come down and incorporate them into our society. We have to open our minds first.' But a snappy little old bald man who overheard me came over and blurted, 'Oh, I feel sorry for you lad, your headed down the wrong path all you need is Jesus, anything else is just gobbledygook' 'Damn! The old people here are just archaic, and he talks like he knows' 'I'm not talking about religion, I am talking about science, the universe is huge, if the sun was the size of a 70 cm beach ball, the earth would be 65 meters away the size of a pea, and Pluto would be 18 kilometers away, and if the solar system was two cm in diameter, the milky way would be the size of America and stars would be almost invisible specs 200 meters apart. The sun in 8.2 light seconds, as it travels 186,000 miles a second, away from the earth, and the nearest star is 4.2 light years, and the milky way galaxy is 100,000 light years across and 13,000 light-years thick and there are billions of galaxies like the milky way that we can see with our telescopes, there are 10 billion stars like the sun in the milky way and most of them have solar systems like ours, and there are like a 90 billion more dark stars that we can't see, and %99 of it is invisible, we can gravitational detect it, but we can't see it, that's the hyper dimensions, what Jesus was in when he came back to the disciples after he died' 'Your mind is too cluttered mate, you'll just go mad if you keep talking thinking this, your spun out' Wow! another person to say something to me, that's like four now, I feel like the center of attention like if I continue like this everybody in here will know I am the alien guy and will come over to ask me questions about the universe. 'We need to know this stuff' I said 'It's pointless,' said Marcus. 'They have advanced technology that we could use to heal our environment, but have it too, engines powered off of water, and anti gravity aircraft, we learned that from the saucer that crashed in Rowel, we just still use gas because the oil and military industrial machine are the richest people in the world and pay for the politicians campaigns, and were still to afraid of foreign countries being as rich as us because they multiply so fast and they look different and sit around all the time and if we use renewable resources they will catch up to us take over; they need to keep the power as long as they can just like Hitler tried to stamp out the Jews, thinking they would destroy the world, Hitler was funded my Rockefellers and the Bushes and them, we even has a sterilization program here in America in the thirties, that racism turned into the greed we have today, come on, you know politicians aren't the most honest people in the world' But Marcus and the old man weren't interested, they needed more beer. Suddenly felt like I was dehydrated and that everybody in the pub was looking at me thinking I was weird. Uh oh, I don't have anything to say, and their walking away, I'm just standing here my myself holding my beer that I haven't touched. I take a sip, I wonder if I can go the whole night on just this one beer like I planned, maybe I should get drunk and babble, no, I don't want to go crazy, I can't believe I am tripping and saying this, would I be saying it if I wasn't tripping? I'm not tripping that hard, only had two stems and two caps in the tea, and I didn't eat them. No, I didn't have too much, I am just below the weirded out line, I feel like I am flowing good, I feel like I am just standing in a pillar of white light energizing me from the energy from the mushrooms that would be making me freaked out if I had eaten too much and gone brain dead. I'm not brain dead, but I can't think of anything to say and am just standing here alone, I wonder if somebodies looking at me. Stop thinking so much! Just take in the energy of the Irish pub. Aliens, Aliens, I just feel like walking around here and saying aliens, aliens, aliens, aliens everywhere. Uh oh, I am going mad. I feel empty, I need to talk to someone. But just then came Lizzy. 'So tell me more about aliens' OK, where to start, it is always to hard to just answer a blanket answer from a girl like that, I do better when people don't want to know, is that true? 'Well, they are about to come back and live with us here because we have reached the critical point in our history when we have space travel and have the capabilities to see all the man made structures on the moon and mars and the solar system, and are ready to relearn our past, we used to have all this technology before but we made a multi-dimensional machine to utilize the electromagnetic force field around the earth to harness energy and manipulate time, that was Atlantis, but we sunk it, well, the Martians sunk it and we had to go back to ground zero again. 'Why didn't the Atlanteans spread their technology to the rest of the world before those countries keep the technology through out all this time?' 'O, that was a good question, that I have thought about before, but not definitively. But I felt comfortable around this girl, I felt like she believed what I was saying even if I didn't have an explanation for everything. 'I don't know, good question, but I read in a book that said that as our planet moves around the Milky Way galaxy in a 26,000 year orbit in a mini star cluster, maybe revolving around a giant black hole or something, we get to certain points at two times, 6000 years after being the farthest out, and 6000 years after being the closest in, that the multi-dimensional energy form the center of the galaxy and the surrounding stars comes to us in the most force and opens up out seven chakras and opens up out pituitary gland, the gland that looks like an eye in our heads, our third eye, and gives us great intelligence and psychic powers and stuff, and were at that point then when Atlantis sunk and are at that point now, and that is way we are inventing so many things lately since the 15 century after the invention of the printing press, which was caused by the need for us to have our own bibles to the church can't interpret it for us, and that was caused by Jesus, he set the stage for this new age, Christianity is one of the reasons for colonizing the world too, he timed it so we would get to this stage now at the peak of the electromagnetic cycle, it is also called passing through a photon band. Maybe Atlantis didn't have this technology for long. And it was given to the Egyptians, but they just kept forgetting it and let the stories turn into myths, because we weren't energized like we are now. There is also an energy field around earth, and the males pole for it is in Egypt, that is why the pyramids were built there, and why the people there are so dominated by the masculine energy, the feminine point is exactly no the other side of the earth on an island in the pacific, and these societies are dominated by women, there are other power points too, like the Mayan pyramids, mount Shasta, Tibet. 'Interesting' She said, and I felt warm and content and healthy, like I am making somebodies life richer and giving her something that she can take home with her. But her friend Marcus came back and reminded her of something, like a prior engagement or something, and they bid me adieu. Now I feel good. Maybe I need to get into a good debate with somebody, and record it. Oh, can't do that, my batteries are dead and all the stores are closed. Wow! I am motivated, I always get like this at the very beginning of trips or stays in places, and then I mellow out and stop being so outgoing. This is perfect for me, my journeys are just beginning. I'm glad I am starting out in Ireland, the ancient land of the monks and freedom seekers. They are the closest to Americans besides the English. This is probably one of the most intelligent countries. I feel like the don't care about what I think, or they aren't judging me as much, is it because they don't judge each other or because I am emotionally immune their reactions to me because I have an excuse to be weird because I am American or a traveler. I don't know, I am probably most likely to have a debate with somebody here than anywhere else. Oh look, there is that grumpy old man and that first guy I talked to who said bullshit and walked away, standing in a group of five. Should I just walk over there and try to convince him of reincarnation. I wonder if they would think I am being confrontational, Europeans can get weird about that kind of stuff sometimes. Lets go over there and see what they are talking about first. So I stand outside of their circle looking in with sort of a spaced out look on my face, or at least that is how I feel like I look to these people. I felt like I looked very alert and scholarly when I was talking to Liz. I make eye contact with the first guy and he looks at me like I am invading his space in a inwardly fearful sort of way. Then I look at another guy in the group who is facing me and he smiles. I feel accepted. Then I look at the old man and he makes eye contact with me more a second, like it is totally natural for me to be there, while he is saying something to the guy across from him about the new cathedral they are making. When he is done he looks at me and I say, 'Are you Catholic?' 'No, Protestant' And another guy makes a comment to the old man about the architect who designed the arch in the back. Then I look and the first guy. 'My name is Kyle' I say. And he looks at me as if I am deluded into thinking I am his friend. 'What is your name?' 'Patrick' 'Oh, like Saint Patrick, I heard he was actually a bastard' Whoops, that kind of just came out, he's going to think I am taking a piss out of him. I feel like acting like a totally annoying stereotypical stereotyping American when I am around this guy, I don't know why. But he doesn't react, I guess I was over paranoid by his craggy face or something. 'Oh, I don't know, all those guys were bastards' 'Oh, the old time church people are just like politicians?' I ask. 'Yea' I felt like we were buddies, a deeper emotional connection to this guy that everybody else here, even thought he has been the rudest and grumpiest. Maybe I had a past life with him or something. Suddenly out of the blue I say, 'I am traveling around the world trying to convince people that the aliens are about to land, then I am going home and writing a book about it, and be a rock star preaching about the second coming and stuff'. 'Well, whatever gets you off' He said. This guy isn't very intelligent, or maybe he is just tired, or he got laid off yesterday or something. After a brief pause, 'You want a beer?' He says. Wow! I never thought I would hear him say that. My evening just keeps taking unexpected twists and turns. All because I am loose and open. At his comment I look down at my beer and notice I barely put a dent in it. 'No thanks' I say. 'Maybe after this one though!' u IHubert the Irishman wh I just met my new found friend. 'Hey, mat He said. ere' 'Oh year said Lizzy, I saw off to go pee or something, people went in second chance . Then I say, Marcus' I respond, 'by Jesus, otherwise known as Aforto in remember the tower of babel? Wise book, the Urantia book was writing else is just gobbledygook, and he talks like he knows think to myself. Comments a new guy I haven't noticed yet.To this I respond, if Hitler didn't get to them first away, I'm just standing here b once the multi-dimensional energy fro the most force and opens up our seven chakras and out that point now.

I wasn't taught to think for myself. Growing up in class, I felt very suppressed, it shouldn't be that way. Kids need to be encouraged to express their thoughts in school, and the only way to do that with any results is to encourage them to feel totally free. Meaning a complete disregard for their dressing, attitude, language, facial expressions. School is not the place to teach kids about out cultural mores, parents should do that. Have you ever heard the term, spreading yourself too thin? The only thing schools should preoccupy themselves with are: Learning how to learn. Everybody wants to know why it is, but we are tricked into thinking that it is no use, because if we don't learn it in school and at home from our parents why bother. Schools should kick out sentence structure, how to write a proper footnote page, and subjective teacher opinions, and all those other things that patronize kids. If a kid shows interest in head shrinking, help them research it. Research papers should be the primary focus of schools. Kick math out, we have computers to figure all that shit out. Teachers need to be unassuming. Don't let a kid know that you have a negative opinion about them.

The worlds problems come from people not understanding each other because they come from different schools of thought, suffering from ethnocentrism. The way for us to understand and respect each other, is through accurate communication, and the best way for us to communicate accurately is to speak a language as similar as possible. Many scholars agree, like Sherwin Cody in 1915:
'With the mighty advances which are being made in every branch of business and professional life there has come a demand for a higher standard of intelligence of proficiency. The time is past when illiteracy or slipshod methods of speech and correspondence are looked upon with tolerance. The man who can express himself with fame and clearness is the man who is in demand everywhere'.(1)
And Jacques Barzun:
'A living culture must insist on a standard of usage. And usage, as I need not tell you, has important social implications apart from elegance and expressiveness in literature. The work of communication in law, politics, and diplomacy, in medicine, technology, and moral speculation depends on the maintenance of a medium of exchange whose values must be kept fixed, as far as possible, like those of any other reliable currency...'(2)
And a BBC commentator:
'You can not raise social standards without raising speech standards'.(3)
It is important not to undermine any group of people whom we are trying to teach English by making them conform too much. However, standardizing English, and allowing too many new words in could contradict each other. For example: In teaching English to an indigenous tribe in the Philippines, we must be careful to not equate philosophical and scientific words of theirs for words we already have, assuming they are the same. Yet we should be careful not to accustom them to speaking a language that is so pigeon that they cannot carry on an intelligent conversation with an Australian, American, English person, etc.
In considering the effort to homogenize the worlds of English speakers into as similar dialects as possible; my first thought was for the English speaking cultural centers of the world to form a 'new Royal society' to try to bring the various dominant dialects together, then diplomatically attempt to introduce the new rules into main stream society. As with anything, there are many discrepancies in various philosophies regarding exactly where to draw the line in respecting certain dialects and making a homogenized world English language. It may not even be possible for any group of people to consciously change the language anyway; considering how hundreds of millions of people can read and write English, it would be like reversing the orbit of the earth.
But I have come to the conclusion that no one should force any form of the English language: Do whatever you want, but don't force your beliefs on anyone else. Our language has improved itself well enough throughout the years without any control group; and as long as we all stick to the basic philosophy of trying to communicate as best we can, the language will do its job right. There is nothing wrong with dialect differences because they most accurately articulate the cultural variances and peculiarities.

The human race really needs the regular people of the world to forget their differences, and share with each other their individual and common knowledge and goals. Now, the masses have more power than ever in influencing how the world works, because of our ability to communicate with each other. There has been such cultural evolution in just the last thirty years, from desegregation to the internet, I think it is possible for most world citizens to know English within the next twenty years. Indian Professor Yash Pal agrees:
'By the 1980's most Indians would admit that, like it or not, English was as much a national language of India as Hindi... English is probably the most important link language in science'.(4)
English has historically been a language spoken by people who act as if the purpose of human existence is for each tribe to expand themselves at the expense of others, with not much intention on preserving and honoring the conquered peoples valuable customs. The basic philosophy of this imperialism has run through all English speaking colonies.
Therefore, it is of utmost importance for all the free-thinking people in the world to band together and turn this loss of integrity by English invasion, into a gain by utilizing the English language to build a truly democratic society.
The invention of the printing press was the catalyst needed to unite England's various dialects into one standard one. The English were obviously exited about it, as shown by the 35,000 books printed by 1500. Ever since the invention of the printing press in 1476, the worlds technology has grown in leaps and bounds. Which perhaps not coincidentally was the time the New World was being discovered. Perhaps if the Romans had invented the printing press, we would have been where we are now two thousand years ago.

Making English the official language of America, and banning the writing of Spanish subtitles on signs government documents is wrong. It retards Spanish speaking immigrants from learning our language and how to cope in America, keeping then separated longer. There is no danger of Spanish-only sections of America. We are in the age of communication, and we intermingle with each other too much for total or irreversible separation to be possible. Note that in the early nineteenth century, American had less dialectical differences than a much smaller England because of the interaction of its citizens. James Fenimore Cooper said, 'This resemblance in speech can only be ascribe to the great diffusion of intelligence, and to the inexhaustible activity of the population, which, in a manner, destroys space.' (5)(Hel 423)
Being the most powerful country in the world, we should take the initiative to spread English around the world as much as possible. It is the least we can do, considering all other disruptions we make in other countries.

Other languages should still be taught in schools, but we should teach our own language more thoroughly. Not enough people can communicate their thoughts on paper. We need to teach children how to express themselves on paper before we teach them what the present day accepted writing style is. Children should be encouraged to be more spontaneous in their writing habits, even if it means more unintelligible rough drafts. The teachers job should primarily be to show children how to turn free-form, raw writing into standardized prose; which means proofreading, proofreading, and more proofreading. We spend too much time making children memorize grammatical titles and rules under their own obscure contexts before they are developed enough to appreciate it.
Learning English should be fun, so we should let children read the books they want to when they are first learning to read, and write about what they want to when they are first learning to write. When we start giving more attention to whether a research paper is written or not, instead of done the right way, then we can dramatically increase the amount of work expected from the students because the work will flow out much easier.

The standard American dialect should be used in our schools. Teachers should definitely discourage the use of slang in writing to an extent; to what extent exactly is hard to define. It should be teacher's job to formalize our language as much as possible, but we need to be very diplomatic about it; so as not to discourage the students and make them feel like bad writers. Correcting rough drafts that have a lot of inventions and slang should be done in a way that the intended meaning isn't altered at all. If necessary, there should be an explanation at the end of the paper explaining why there were so many corrections, reading something like this: 'Your coinages and creativity are brilliant, but I want to know that you are able to write in a way that every English speaking person can understand. You will have plenty of chances to use you cult writing skills later'. We should give every student who tries an A for effort; bad grades discourage kids.
Some writing inventions by High School kids should be encouraged. It should be accepted for students to write words that sound like what they are describing, (like hee hee for laughing, tsh and pish and pshaw for disdain, pugh for a bad smell, euw for a bad smell, and ugh for darn, (6)ODE 265), and for them to invent their own metaphors and similies.

I had a teacher once who said that it was great to be a good creative writer, but it didn't mean anything it one doesn't have good grammatical ability. That is like saying, 'It's fine to want to help the world, but you wont do any good unless you have a college education'. By saying things like that to students, they just make them forget their special worth to the world, and discourage them from wanting to share what they know. Writing is one of the best techniques to allow people to understand what they know, and share it with others. So teachers first goal should be to make students WANT to write NO MATTER WHAT. No matter spelling, grammar, language, attitude, content, NO MATTER WHAT. If I knew the benefits of writing when I was in second grade, I might have an extensive diary on computer by now, or even be a published author. My teacher Lillian Lang once said English teachers should band together and make schools stop punishing kids with writing, because it gives writing a bad reputation. I agree, make them clean up garbage or sing Christmas songs or something.
It isn't necessary for us to expect that we can change dialects into the excepted norm, or even want to, as long as everyone has the chance to learn what the common accepted norm is. There are many good points about dialects: 1) They constantly offer new words, metaphors, and knowledge subtly taught through their slight differences, artistically lighting up new realms of reality. Many of these words and metaphors have made it into common accepted English, and improved it. For example, ain't is a popular term that was once slang. Ain't improves English speech by simplifying it because it is one syllable instead of two, like isn't. People will keep coming up with slang words that are easier to pronounce than the proper form, until there are only words to simplify. If we keep evolving, we will keep improving a world language until it is perfect.
I anticipate some simplification of words will eventually change the spelling. For example, aren't to arnt. Perhaps we will invent a letter standing for the sound we make for the T when we say arn't. There shouldn't be a 'Royal Society' to do it, it will happen when enough people start taking their own initiative.
Ideally, students should accept words and speech forms that are the simplest and most logical, but not if it goes too much against the accepted norm, luckily, kids will always be kids, and continue to try to reform.

If English is going to become the world language, it has an unprecedented prerogative to stand up to the responsibility and 'clean up its act'. Therefore, making English spelling purely phonetical with little or no exceptions must be a priority second only to maintaining cultural integrity and spreading the language. We should make changes like the Swedish philologist R.E. Zachrisson's model of 'word signs', and make changes like: Ph to F, C to K in words like create, sense to sens, years to yearz, bread to bred, give to giv, through to thru, though to tho, catalogue to catalog, programme to program, dressed to drest, etc... But this effort should be done by bold individuals, and not people with language titles.
Another possibility would be to teach pronunciation differently. For example, teach children to pronounce yours with an -s instead of a -z. But this is not possible because there would be too many people to sway.
The attempt to improve the little discrepancies in English spelling, like ph- to f-, should ideally be done as soon as possible. A good start would be for us teachers to simply allow our students to write phonetically in the cases of the obvious spelling discrepancies. Maybe there should even be an underground pamphlet defining where the present line should be in the extent of spelling reform we should take.

Today's standardized tests may be conceptually culturally biased, but they are not wrong in using accepted speech. Even if they don't teach the nationally accepted norm in inner city black schools, it is not the standardized test writers jobs to bend to accommodate minorities just because their schools are doing a disservice for them. Perhaps, if the standardized test givers were perfect, they could accurately analyze the reputations of the schools of each test taker, and make up a different test for each school, but this is impossible. Instead of expanding the language of the standardized tests, we should make sure that each student in American gets a valid inculturating education.

BIBLIOGRAPHY
(1) Images of English, A Cultural History of the Language. Richard W. Bailey. University of Michigan Press. 1985. Page 14.
(2) Ibid. Page 238.
(3) u ?
(4) History of the English Language. Page 423.
(5) Reserve book. ODE, page 265.

This guy has his head so far up his ass it cracks me up. He has no idea what slack standards are; he thinks slack standards are skipping grammar, grades, standards, and judgment to focus more on...what? He doesn't know what because he is such a dumb motherfucker. He is so dumb he believes a study that says, 'Exactly 56.3 percent were unable to figure out how much change they should get back after putting down $3 to pay for a 60-cent bowl of soup and a $1.55 sandwich. (College people: The correct answer is 85 cents. Take by word.)'. If he is so smart, why doesn't he explain himself? Why do we have racial problems? Why are we destroying the environment? Why do kids hate school? He thinks college kids are 'dumb' because they are bad with math; well we are as good at math as we need to be.
Academic standards shouldn't be referred to as if you can memorize the times tables, following the Tarabian book exactly, and whatever else Mr. Leo thinks is important. Schools main purpose should be to teach people to think for themselves, know what their views are about the world.
The only way for this to happen is to MOTIVATE the kids, make them WANT TO write. If school work isn't fun, its a job that their not going to put ANY effort into past what they can get away with. If you have kids spent their English semester writing a paper on something THEY chose, in a way THEY like, the performance will naturally go up, hence the standards will go up. This is such a simple principal, the only way someone could miss it is if they come from fascism land. I bet if you did a study on John Leo, you would find that his family has benefited from this mind control he is advocating.
The real reason universities are, 'Suffering from a general erosion of academic standards', is because the students are getting sick of the present system who's only goal is to produce a bunch of mindless, order following, forests clear cutting, over-packaged food purchasing, fat, paranoid, Ganga hating, racist, products made by slaves in third world country buying, IGNORAMOUSES (I don't even care if you don't think that is a word).
Why can't this retard explain why college graduates don't like to and can't write? Because he doesn't even have enough of a clue to care. All he cares about is his own little world of control.
It is obvious from reading these sentences: '...Dumbing down of modern curriculum, which now bulges with things like 'queer theory,' the works of Pee Wee Herman and watching Oprah or Montel Williams for credit'. First of all, you better watch it buddy! Oprah and Montel are black, you don't want to expose yourself. If someone is interested in something, it doesn't matter if they pull their penis out of their pants in public; the main goal is to motivate people, even if it means to go so far as to let them study something that interests them.
When he says it is bad to '...Let their deepest selves loose on the page and not worry about syntax, logic or form', because the students have trouble in other classes, is like saying: 'Don't let the slaves have vacations, because when they come back they won't work as good'. All syntax, grammar, and form are is a waste of valuable time that should be spent on the students self designed, and teacher motivated pursuits of interest. This idiot probably thinks that if we let our kids study what they want to, it will all be about gothic horror and violence and gang warfare. Well sorry buddy, that was your generation. When we let students free they will create things you never even dreamed of. Dumbfuck thinks that 'evidence and analysis', and 'personal revelation of feelings' are two different things, but I am relating my personal feelings and showing more evidence and analysis that his puny brain could ever do. When he talks about 'simple coherence,' he is admitting that college kids writing is gobbledygook to him because he is too stupid to understand what they are talking about. Well, Mr. Leo, sometimes kids don't care if you understand, you'll be dead in 20 years anyway, we understand each others writing way better than you generations.
This statement by Mr. Leo tops all of them: 'Arguing against knowledge of grammar and logic, Jay Robinson of the University of Michigan says...what college students really need is reaffirmation as 'members of racial, social and linguistic minorities'. Come on John, I dare you to tell us why we don't need reaffirmation as members of racial and social minorities.
Ironically, little does Mr. Leo know, that most people reading this article can see right through his propaganda when he claims that deliberately writing papers in class with intentional errors, to (I assume because John doesn't clarify) mimic students writing more. It is just an experiment John, don't shit your pants. When he says the author of this experiment wrote the national standards that were, 'Attacked on all sides as empty and unreadable, even by The New York Times'. Because he didn't mention any other sides, we all know what he really means is it was attacked by all his best friends, plus some idiot who works for the New York Times, which is probably one of those worthless, scandal cover-upping, corporation owned, papers.
When he talks about 'actual English,' he doesn't explain what it is, I guess he doesn't know.
When he says, 'In some ways, this anything-goes movement is an attempt to patronize a new wave of unprepared college students'. He needs to back himself up. Patronize means to under estimate someone, to expect less of them than they are worth. So how in the hell can an open ended curriculum with freedom for the students to learn how they please be patronizing them? When you ask them to memorize the times tables but not ever expect them to know that we could heal the world if we all spend a couple thousand dollars on a solar system for our houses and cars; THAT, John, is patronization. Maybe next time you should look in the Dictionary first before you use a word that is too big for you there, Johnny boy.
I find it hilarious how he goes for a nose dive in his last paragraph, saying, 'At some point, students have to leave the university and find a job, usually one offered by a company that cares less about oppression and feelings than about those basic skills'. When he says 'basic skills,' we all know he means abilities to blindly follow orders. The reason employers are disappointed with college graduates is because they are joining unions and making them reduce their exorbitant salaries.
Nice try, Johnny boy, but your slanderous propaganda isn't going to fool anyone but people just like you, and you are all dying, ha ha!
Mr. Leo hasn't even shown that he knows this simple equation:

Being able to write is important because we need to be able to communicate our thoughts so we understand each other. We need to be able to clearly convey a point view to somebody who believes the opposite without offending them and covering all of your points. If we all understood each other the way we are supposed to, than there would be no more injustice in the world.
We all must find our communicating voice, what kind of things we tend to think of, what we believe, what we have to say. The best way to find this is through writing. If you like to read and write, you can make your dreams come true because you will know the world and how to move through it. You could be an active political person with letters to the government, or just write about issues to people who see the world in a different way.
Writing should be intriguing, if it isn't you aren't doing it right. Having kids write on things they don't want is murder to their inner writer. The only thing that is important is getting your thoughts on paper in the first place, once that is done the rest is just modification, which uses a different kind of thinking. Writing should come as easily as speaking.
Teachers should have a more active role in kids papers. Too often kids turn in half-ass papers, the teacher puts red all over them and a grade and gives them back and that's that. Teachers need to proofread their papers, have them rewrite them, get proofread again and rewritten again. These extensive research papers are far more important than math, shop, home etc., and grammar classes.
John Leo's article, Slack standards do students no favors, is a vain attempt to convince us that schools should tighten up on, 'grammar, grades, and judgment;' and shouldn't teach kids by the 'process' way, but that is about in depth he goes. The rest of the time he just flounders around his own little fantasy of how the world should be organized.
John they have a clue what(of college kids) So you are saying we need more math classes Are you crazy? We had too many math classes to begin with. What we should spent our time teaching students should be: Why do people don't like to write?
Academic standards shouldn't concern the memorization and parts of speech we aren't computers, we're human beings, and we deserve to have the freedom to study how we want. We shouldn't have to worry about and how it works If I had the freedom to write papers on what interested me instead of spending my time studying for tests on dates and facts. I remember mechanically filling out worksheets and answering simple questions, and when a paper finally came along, I had a very narrow array of topics to chose from. So school was basically just a boring job. People need to enjoy studying; and it is going if the kids are talked to family has benefited from slaves in third world countries This guy is way off base, and you can tell by(the) yourself and they say some interesting things worth writing about. And ia student is interested in someone shouldn't is out of their pants in public. School's should be students(God forbid)
and ,John kids study what they wants your generation. When we s, 'evidence and analysis,' evidence and analysis that his article did
all,can only John that owned unprepared college students;' his a perfect 180 degrees off target than they are worth. So how how they please be patronizing and is in the hilarious when he's to blindly follow orders. And your own kind just a , then I would know much more about the world
with. If you have kids

1) Conversational Maxims- a) When Pinker says: '...The act of communicating relies on a mutual expectation of cooperation between speaker and listener', he is correct. When we informally speak to each other, we always break grammatical rules. When I say to my friend, 'Shall we destroy this mountain', I don't mean that we plan on exploding the mountain and sending ashes thousands of miles like with Mount St. Helens, to leave nothing but a stump; what I mean is that we should merely climb to the top of it. Many ambiguities in speech come from subconscious connections we make for things. For example, athletes are like warriors, seeing how sports were invented to keep their warriors in shape in case of an invasion from the neighbor city-state. When a snow boarder says, 'That run gave me a hard on', he doesn't really mean it. Or when a girl says this about her marathon friend: 'I gave her a Mountain Dew and brought her back to life', she doesn't literally mean it. The reason a 20 year old Bike racer wouldn't say to his 90 year old grandmother: 'I kicked their asses so hard they were whining like dogs, then we went to the hot springs', because she simply wouldn't understand that it is all for fun. When we transcend class boundaries, our ambiguous sentences have to go bye bye.
b) You better be: Informative, truthful, relevant, clear, unambiguous, brief, and orderly.
Q 2: Morphology
1) 1 free morpheme- Dog, cat, big, small, foot.
2 free morphemes- Big dog (radio station), Walkman, notebook, notepad.
1 bound and 1 free morpheme- Killer, rocker, subzero, pencil.
2 free and 1 bound morpheme- Backpacker, underestimated, overestimated, broad sided.
Words ending with derivational suffixes- rational, fundamentalism, grandness, thankless.
Words ending with inflectional suffixes- Lives, crazier, laziest, slaves.
A morpheme containing more than one word- Shoot out, through up, pass out, smoke up.
2) There were thirty six years under Bob Marley's belt when he died.
Morphemes- There be ed thirty six year s under Bob Marley's belt when he died.
3) Stages in language development: 1) '...Infants may enter the world with some knowledge of their mother's language, too'.
2) They say ba ba ba ba ba.
3) They say pa pa pa pa pa pa.
4)
4) Ambiguity. 8) They have wrecked cars. a) They have cars that are wrecked. b) They are people who have, with their bare hands or with the use of tools, have destroyed cars, reasons unknown as of yet.
9) They were shooting stars. a) The 'they' that we are referring to, were real like asteroids that entered the atmosphere. b) 'They' are people on earth who were very famous at that time, but may not be now.
10) He has stolen books. a) He is in possession of books that have been stolen, but he isn't necessarily the thief. b) He has been a bad boy and taken other people's books without having permission or paying the proper monetary amount.
11) Flying planes can be dangerous. a) Planes that are flying can be dangerous to people on the ground, because they can drop things or land on people. b) Being the person who is flying a plane can be dangerous to the pilot, because the plane could crash into the ground, a power line, a building, a tree, another plane, or a mountain, and kill the pilot because of the excess G's created, causing arteries and veins to burst and leak blood beyond repair.
12) She has plagiarized papers- a) She is in possession of papers that have been plagiarized by a person who is not necessarily herself. b) She is the culprit of the plagiarized paper scandal.
13) Headline quoted by Pinker: 'Drunk gets nine months in violin case'. a) The drunk gets a violin case that contains nine objects that are commonly refereed to as months, perhaps pages to a calendar. b) The drunk stole a violin, and was sentenced to nine months in jail for the crime.
6) /wev/- wave: a) A wave in water, light, or anything natural. b) A wave created by humans, like a crowd wave, body wave, or the vigorous shaking of a hand to another person to show acknowledgement of existence.
7) /stek/- stake: a) A verb

Take-Home test by Kyle Pounds
informalities like with Mount St. Helens subconscious snow boarder made piss my pants just s scarred him transcend boundaries ambiguous relevant Bigwig more than one word- Shoot thirty their
During the first year: 'The larynx comes up like a periscope and engages the nasal passage...That allows the tongue to move forwards and backwards and produce the variety of vowel sounds used by adults'. And the baby says babanehnehdeedee. Death babies babble with hands.
5) At eighteen months, vocabulary. development jumps to a new word every two hours. They start to use ungrammatical simple sentences: 'All dry...I shut...Siren by.
Here is are sentences by a boy at two different ages: Two years and three months, and three years two months: 'Play checkers...So it can be cleaned?'
Children have an instinct for language because they can put words together into coherent sentences, that are just different from the commonly accepted ones in syntax and grammar. As Pinker says: 'There are about twenty-four billion billion logically possible combinations of auxiliaries'.
Errors that might tempt children: 1) 'He seems happy.--Does he seem happy? Vs. He is smiling.--Does he be smiling?' The logic behind this is that the verb seems works the same in the question form as it does in the statement form, so ignorant people who are still learning would think that the verb is, is just as stagnant across statement/question boundaries as the verb seem.
Children are born with a knowledge of how to put subjects, verbs, and direct objects together in speech to make the message coherent.
2) He did eat.--De didn't eat. Vs. He did a few things.-- He didn't a few things. The first statements adverb did, didn't have to change very much because its verb 'eat', is strong and doesn't need any kind of introduction like 'A few things' does.
'He did eat', is ungrammatical in the first place, which caused the ignorant person to carry the same rule into the second statement. 'He did eat' should be 'He ate'.
3) He did eat.--Did he eat? Vs. He did a few things.--Did he a few things? The reason that the two statements aren't consistent is because of our infatuation with needlessly adding 'Do' to sentences. 'Did he a few things? is actually better to say than, 'Did he do a few things' because it is simpler; the meaning is already implied enough and doesn't need a do. This is legal terminology taken too far, and the poor children and foreign people suffer for it.
4) I think Pinker would agree with Gill's first statement because it is so simple. All Gill is saying is that children learn the rules of their language without knowing it. But Pinker would add that their are some precocious children who would know that they are learning new steps each month and year.
Pinker would not agree with the second statement because Gill is saying that, 'Children will simply not speak at all' if they were raised around non speaking parents. Pinker said himself that children raised in deaf families babble just like normally raised children.
The third statement is totally convoluted. He could have just as easily said, 'Learning new grammatical rules...Comes from experience'. Yes, I think Pinker would agree, because there is no way that someone could learn the proper usage of a normal human language by themselves.
referring,
5) At eighteen months, vocabulary development jumps to a new word every two hours. The children start to use ungrammatical simple sentences, that aren't ambiguous and don't have special suffixes and prefixes. They use simple sentences like these:...
Ambiguity
9) They were shooting stars. a) They 'they' that we are referring to, were asteroids that enters the atmosphere. b) 'They,' are people on earth who were very famous at that time, but may not be now. c) They had guns and where shooting into the sky in the direction of the stars. d) With their guns, they were shooting cardboard cutt-outs of stars. e) They were drinking an alcoholic beverage called 'stars' in shot glasses. f) They were playing billiard with balls called 'stars'.

Why did Gregor turn into an insect, and how is the insect idea carried through in relation to being human?- The reason that Gregor turned into an insect is really quite simple. If he had turned into an elephant he would have become mad and stomped everybody on his way out the door and that would be the story. If he was an orangutan he would have ripped everybodies arms off, and if he had become a porcupine or a skunk he would have made the story very gruesome and displeasing to critics. This book was 'The most dramatic evidence of the power of literature since the Romantic movement', because turned into something that would make the reader feel very helpless and sorry for Gregor, stirring emotions. So what are some helpless animals? Not mice because they have big teeth, and not flies because they spit acid. A big beetle is perfect.

Another emotion inspiring thing to do would be to make Gregor disgusting (a 'monstrous vermin) to his family, and giant beetles are disgusting because of their ooze and foreign looks, because they are normally so small you can't sea their displeasing characteristics. Nobody could have been down pressed more than Gregor. He was beaten by the maid and his father, and was a hideous and fearful sight to his family. Kafka was interested in 'Portraying my dreamlike inner life', or horror and the utter sense of aloneness that he felt. He used literature to bring to surface his loneliness: 'The way in which he experienced estrangement was literature, with an intensity greater than that of any other writer of his century'. Kafka made the hero of the story a helpless man to begin with, living with his parents and working a menial job, so when he turned into an insect, all of his social weaknesses were exposed. These shortcomings in his relation to the rest of the world as a human were pathetic. His family never talked to him, and he would have starved to death if it wouldn't have been for his little sister feeding him, but even she was afraid of him. Finally, when he went into the living room because he was lonely, he was beaten with a broom back into his room by his father as if he was just a pain in the ass, and never was related to him. Even when he first woke up and knew something was seriously wrong, he couldn't muster up the courage to tell the truth, he had to pretend that everything was all right: 'What if he were to say he was sick? but that would be extremely embarrassing and suspicious because during his five years with the firm Gregor had not been sick even once'. His family had to convince his boss that he was sick. To think that he wasn't telling the truth in the first place is some serious oppression. Before they even knew he was a bug his boss was pounding him: 'Your performance of late has been very unsatisfactory'.

The fifteen hours I did at Escalante Middle school reminded me of my Junior High experience because the building and the kids looked the same. Vonnie Walker and the other teachers I met there were a lot better than the Junior High teachers I had. It seemed like she respected them, I was always getting embarrassed in front of the whole class for breaking rules I didn't even know existed. The first couple of days after Vonnie's class I observed a science class next to her. One day they shot off a rocket made by some of the kids in the class, which seemed kind of pointless because they had shot a lot of them before and everybody knew what was going to happen. If I was the teacher I would have said, 'Do we really want to shoot Billy and Susie's rocket today'. I asked some girls if they liked the teacher (who was a semester long substitute), and they said they didn't at all because she wasn't dynamic at all and basically just let the kids do whatever they wanted. I find that response encouraging because it shows the kids think. If I would have been one of the kids in that class I would have said I liked her because she was easy and didn't bother us.

One day Vonnie and her team teacher had a science fair day were kids figured out computer puzzles, crossword puzzles, mazes, riddles, and other clever games relating to science and math. I tried a few of them and had a hard time. I was impressed that these little kids had two hours to complete all of these tasks that I would have had trouble doing; of course they spent the whole semester preparing for these tests.
Another day two police officers brought two German Shepards and lectured about them for three or four classes in a row. It was very interesting seeing how these inexperienced speakers modified their presentations. One of the many modifications the officer made was the first two times the officer had the volunteer child rub his/her hands through their scalp before they touch their finger to the paper for the finger printing demonstration, but the third time he realized this was not needed and didn't have the child do it. I watched Vonnie teach the same thing two two and three times in a row and I was impressed by how consistent the little lady was; I was like, 'wow, and I will be like that one day'.

One day I watched a lecture the librarian gave on how to use the computers, but I had trouble staying awake during it. I think they should be taught to use the computers by being assigned

given assignments to complete and let the smart kids help the s lower kids. I think teachers take introductions too far and needlessly bore the kids to sleep.

Another day I observed a parent teacher conference for a young girl. They talked about how she was very smart but didn't apply herself. how she hangs out with a punk on the south side who is four years older than her and the father had to threaten him to stop hanging out with her and how they wanted to move to a better neighborhood in Bayfield; which didn't sound very logical to me because of the drive. I was surprised by how personal the father got with the teachers, he really trusted and believed in them. I was also impressed by the teachers knowledge about the girl. I would have been flattered if I had observed a meeting like that between by my parents and my teachers when I was 14.

Checking for Understanding - In the group discussion, I will learn what the kids are interested in, and what I can do to increase their motivation.

Guided Practice - When I present information on possible research subjects, and ask individuals what they want to write about, I will challenging their memories and desires.

Independant Practice - 1) Collect at least five different sources on their subject.
2) Write one page on their topic.

Topic - Research paper.

Objectives - Decide what kids are interested in.

Set Induction - I will read some research editorials of mine, and explain the process I used to write them.

Procedure for Discussion -

1) Talk about my papers and interests.
2) Present possible research topics.
3) Stress that papers should be subjective, because they will be more enjoyable to write, but they don't have to be.
4) Then I will ask if any student wants to share what they want to write their papers on.
5) Then I will call on specific kids to share what they want to work on.

Key Questions - 1) ''Armondo, you are interested in bike racing. You should think about doing your research paper on the history of bike racing, and write what the present proper training techniques are, and how they came to this knowledge'.

A) Possible Answers - 'Wow! Totally Mr. Pounds! Gee, thanks a lot!'
2) 'Jennifer, you are always complaining about the government, you should do you paper on how to improve it, and why it isn't working. You don't have to be too specific, just have 55 facts in it. You could start out by reading books you are interested in already, that have political information in them'.
B) 'Pss! You think I'm a dumb ass huh?! I'll do my paper on whatever I want to!'
3) 'Do you all like my unit? If not, please tell me how you would like to see it differently'.
C) 'There is too much homework! We're too young for this; just give us a test once a week'.

Conclusions - I will hopefully conclude that the class is very intelligent, and wants to learn about interesting things, and a wide range of topics.

Closure - 1) Repeat what the assignment is.
2) Stress that they may write about what ever they want to, and I won't grade them on quality, just on if they do their best.
Evaluation - From the discussion, I will decide what I expect from the class, and who I need to watch out for.

Comparison Between Rough and Final Drafts

Rought Draft

* Using my own lesson plan format consisting of:

1) First thing to do.
2) Lesson.
3) In class work.
4) Checking for understanding.
5) Homework.

First -

1) Have them hold up their one page introductions to their subjects, and their five sources.
1) Explain what composition is, and pass out the hand outs titled, composition, and Examples of good and bad composition.
2) On the overhead, display the article titled straw bail houses, and explain the composition map on it.

In Class Work - Students practice labeling composition on their papers.

Checking for Understanding - On the overhead, show examples of poorly written paragraphs with bad introduction and conclusion sentences, opposed to good ones. Call on students who aren't paying attention to explain to the class which compositions are better.

Homework

Students - Label these things on their one page introductions:

1) Introduction sentence.
2) Introduction paragraph.
3) All facts and opinions.
4) At least one linking expression.
5) Conclusion paragraph, and conclusion sentence.

Teacher- 1) Make appropriate changes to prepare for the rest of the unit.

Examples of Good and Bad Composition

Bad Introduction Sentence

Good Introduction Sentence

Bad Conclusion Sentence

Good Conclusion Sentence

Poorly Structured Paragraph

Well Structured Paragraph

Composition

Composition - The whole written piece which consists of an introduction, a body, and a conclusion.
Introduction- Arouses the reader's interests and states the main idea of the composition. It is very general, and introduces the points that will be brought up later.

Conclusion sentence (linking expressions) - The last sentence in a paragraph that relates it to the next one.

Paragraph - A series of sentences developing one topic.

Topic sentence - States the topic of the paragraph.

* Every sentence in the paragraph should be related to the topic of the paragraph.
* Develop the paragraph by giving details and examples.
* Arrange the paragraph in order of importance.
Transitional devices- Words that connect ideas between sentences. Examples- Accordingly, first, next, meanwhile, yet, finally, later, etc..

Composition map for

* Using my own lesson plan format consisting of:

1) First thing to do.
2) Lesson.
3) In class work.
4) Checking for understanding.
5) Homework.

First -

1) Have them hold up their one page introductions to their subjects, and their five sources.
1) Explain what composition is, and pass out the hand outs titled, composition, and Examples of good and bad composition.
2) On the overhead, display the article titled straw bail houses, and explain the composition map on it.

In Class Work - Students practice labeling composition on their papers.

Checking for Understanding - On the overhead, show examples of poorly written paragraphs with bad introduction and conclusion sentences, opposed to good ones. Call on students who aren't paying attention to explain to the class which compositions are better.

Homework

Students - Label these things on their one page introductions:

1) Introduction sentence.
2) Introduction paragraph.
3) All facts and opinions.
4) At least one linking expression.
5) Conclusion paragraph, and conclusion sentence.

Teacher- 1) Make appropriate changes to prepare for the rest of the unit.

Examples of Good and Bad Composition

Bad Introduction Sentence

Good Introduction Sentence

Bad Conclusion Sentence

Good Conclusion Sentence

Poorly Structured Paragraph

Well Structured Paragraph

Composition

Composition - The whole written piece which consists of an introduction, a body, and a conclusion.
Introduction- Arouses the reader's interests and states the main idea of the composition. It is very general, and introduces the points that will be brought up later.

Conclusion sentence (linking expressions) - The last sentence in a paragraph that relates it to the next one.

Paragraph - A series of sentences developing one topic.

Topic sentence - States the topic of the paragraph.

* Every sentence in the paragraph should be related to the topic of the paragraph.
* Develop the paragraph by giving details and examples.
* Arrange the paragraph in order of importance.
Transitional devices- Words that connect ideas between sentences. Examples- Accordingly, first, next, meanwhile, yet, finally, later, etc..

Composition map for

First - 1) Collect their mapped composition one page introductions on their subjects.

Lesson - Sentence structure and mechanics.

1) Pass out the hand out titled, Mechanics, and explain what mechanics are.
2) On the overhead show the article titled, Durango could be better, and explain its mechanics mapping.

In Class Work - Have the students map the mechanics of their introductions, or start reading on the material for their research papers. I will walk around helping students out.

Checking for Understanding - Call on uninterested students to identify certain words that are not identified in the mapped article on the overhead.

Homework -

Students- 1) Write another page in their papers (sighting the facts), and map the mechanics in them.
Me- Proofread the composition mapped papers.

Mechanics

Abbreviations - Mr., Mrs., Ms., Dr., Jr., and Sr., are only used with names.

Do not write: We need to go to the Dr.

Numbers

1) Numbers of more than two words should be written in numerals, not words: 13 vs. thirty three.
2) If you are listing several numbers, write them all the same way: ...353 birds, 4 dogs, 74 mice, etc..
3) Always spell out a number that begins a sentence: Thee people were there.

Capitalization

a) Capitalize names: John, Turkey, gulch, etc..
b) The first letter in a sentence is capitalized.
c) Capitalize letters by themselves. Example- I and O .
d) Capitalize proper nouns and proper adjectives- Names of: Products, people, books, etc..
e) Capitalize proper nouns and proper adjectives- Names of: Products, people, books, etc..
f) Capitalize proper adjectives- Shakespearean play, Greek poetry, King John.
g) Capitalize titles: Principle, Senator, etc..

Commas

Separate the idea, so it flows better and makes more sense.

Specifically use them to:

1) Separate items in a series.
2) Separate two or more adjectives preceding a noun: That is a rough, narrow, dangerous road.
3) To join clauses using and, but, or, nor, for, and yet. Example: John grabbed the apple, and ate it.
4) To set off nonessential clauses and participle phrases: Deborah, who likes to read, will be in the library.
5) After certain introductory elements: No, I don't need that.
6) To separate items in dates and addresses: I left Durango, Colorado, on Friday, May 1, 1996.

* Don't overuse commas: John, went to, the store, and bought, some apples.

Semicolons

1) Are used between independent clauses in a sentence if they are not joined by and, but, or, nor, for, and yet.
Example: Bill likes cookies, but Sue likes crackers. Or- Bill likes cookies; Sue likes crackers.
2) Are used between independent clauses joined by such words as: For example, for instance, that is, besides, accordingly, moreover, nevertheless, furthermore,, otherwise, therefore, however, consequently, instead, and hence. For example- I didn't go to the movies; instead, I worked on my project.
3) Are sometimes used to separate independent clauses to keep the comma from being overused: She will invite Irene, Beth, and Eunice; Graham will ask Leslie and Val.
4) Are used between items in a series if the items contain commas. For example- The examinations will be held on wednesday, June 26; Thursday, June 27; and Friday, June 28.
Parenthesis- To add information to the sentence, but not of crucial importance; usually added to clarify the statement: During the middle ages (from about A.D. 500 to A.D. 1500 ), Muslims and Vikings invaded Europe.
Hyphens- Are used: a) To divide a word at the end of the page.
b) With compound numbers like fractions: Two-thirds.
c)
With the prefixes and suffixes like: ex-, self-, all-, and -elect: Ex-wife, all-star, self-confident.
Periods- A complete statement that expresses a complete thought is followed by a period: Jill pet Bowser.
Colons- 1) Note what follows. For example- We need the following things: shoe laces, sunscreen, gloves, and socks.
2) Are used for these conventional situations- 7:30 A.M., Dear Sir:
Italics and underlining

These two grammatical tools are used interchangeably for the same purposes. 1) For titles of books, plays, movies, organizations, periodicals, and so on.
2) For foreign words. For example- I lost my keys also, se la vie.
Quotation marks- Are people's exact words. They always start with a capital letter, except when they are a continuation of the same quote. For example- 'I think so,'she said, 'but Hardy must have been there also'.
* Quotes are always separated from the rest of the sentence on both sides by at least a comma. For example- 'I don't know what to do', said Bart.
1) Use single quotation marks to enclose a quotation within a quotation. For example- Ralph said, 'Lily told be to, 'bug off,,'that is when I took my book back'.
2) Are used to enclose titles of articles, short stories, poems, songs, chapters, and other parts of books or periodicals. For example- Have you heard Bob Marley's song, 'Could you be loved'?
Apostrophes- 1) Are used to show possession. For example- That is the dog's bone.
* When the possession is plural, it goes after the S. For example- Those are the dog's bones.
2) Are used where letters or numbers have been omitted. For example- Is not , vs. it isn't, will not vs. won't.
3) Are used to form the plural of letters, numbers, signs, and words referred to as words. For examples- The word mississippi has four S's. Leather was in style in the 70's.
* Abbreviations take on a life of their own, and get their own name. For example- USA, NAFTA.

Mechanics Map For

First - Collect their mechanics labeled introductions, and turn their proofread composition mapped papers back.

Objectives - I will give a presentation on how to do a research paper. Students will learn these techniques: 1) Read the material, and mark the interesting places on the outside of the paper. This works better than highlighting be

`cause you don't have to stop reading.
2) It is important to enjoy reading the information, and not try to pick out facts that don't interest you.
* %100 of them will be interested in the topic they choose.

Materials - 1) Show the students examples of the various stages of research papers that I have done.

Special Arrangements - None.

Individual modifications - If I have a specific student in mind, I will give the presentation geared towards him/her.

Introduction/Anticipatory Set - Explain that it is important to be able to do research papers for these reasons: 1) It is important to be able to do research papers for these reasons: 1) It is good to know how to collect facts and present them in a relevant, coherent fashion. This skill will help you in an argument you might have with anyone, or if you want to convince someone of something. People don't use facts enough in arguments.
2) Reading about a subject, and writing many facts about, engrains the information in your brain forever.
3) Noting interesting facts you are reading, teaches you to remember facts as you read them.
4) You know more solidly about the subject when you know what the facts are, so you know its relation to other things.

Sequence of Learning Activities - 1) I will give my presentation on how to do a research paper as shown in the objectives.

Pre-test - 1) Ask students who feel uncomfortable about doing a research paper to raise their hands, or talk to me after class.
a) Analyzing problem- I will ask them why they feel that way.
b) Breaking the problem down, and assessing each part- I will explain why they don't have to worry, and give them more techniques.

Closure (connecting all parts together and providing transition between this lesson and others) - Recommend a series of steps to include facts in research papers:

1) Read the material and get the facts down.
2) Write the paper off the top of your head.
3) Incorporate the facts into the paper.
4) Proofread the paper to make it coherent.

* Doing it in steps takes all of the overwhelming feelings away. Do everything in steps.

Assigment - Get 20 facts about their topic.

Post-Instructional (informal)

Evaluation of Student Learning - They will have time at the end of the period to work on their facts. I will walk around the room helping troubled students out.

Evaluation of the Lesson - I will evaluate the lesson by judging if I need more material to present, or if I need to give them more in class time for me to monitor them.

First - Collect their mechanics mapped papers.

Anticipatory Set - 1) On the overhead, show a poorly written rough draft, then show a proofread version of it. Explain the proofreading process.

Objective -

1) Explain most of the mistakes that students make, but say that grammar and clarity isn't important in rough drafts, only getting their thoughts down.
2) Explain the benefits of knowing the parts of speech and parts of the sentence, and pass out the hand out titled, Why we need to know the parts of speech and parts of the sentence.
3) a) Explain what the parts of the sentence are. b) Pass out the hand out titled, The parts of the sentence.
4) On the overhead, explain the parts of speech and the parts of the sentence diagram in the articles titled, ?

Materials - 1) The hands outs titled, Why we need to know the parts of speech, and the parts of the sentence, and the overhead titled, No house for me!

Objective Sharing - 1) Ask the class if anyone thinks that it is useless to know the parts of speech and the parts of the sentence, and why. Then we will have an objective sharing session on whether the students think knowing these things is useless or not.

Input/Modeling - 1) The class will break up into groups of three who I choose to begin labeling their papers. I will travel around the classroom helping students who need it.

Checking for Understanding - 1) In the group discussion on the usefulness of knowing the parts of speech and parts of the sentence.
2) Traveling around the room helping confused students.

Guided Practice - 1) On the overhead, show a poorly written rough draft; showing them how the order of the parts of speech and parts of the sentence is messed up. When I contrast it with the proofread final copy, and label the order of the parts of speech, they will know how proper grammatical pattern and coherence relate.
2) Label the parts of speech and the parts of the sentence in an essay on the overhead, to show how easy it is when you know what they are.
3) Break them up into groups of two who I choose to label the parts of speech and the parts of the sentence.

Independant Practice - 1) Add 20 facts to their papers, and label all the parts of speech and parts of the sentence in the new addition.

Evaluation -

1) The homework.
2) Traveling around the room helping them out.
3) The classroom discussion on the validity on knowing the parts of speech and parts of the sentence.

Why we Need to Know the Parts of Speech and Parts of the Sentence

The parts of speech and of the sentence are important aspects of the study of grammar. Other aspects of grammar are the phrase, and the clause, which we will study later. Grammar is the map of how our language fits together to work. By being able to describe the purpose, usage, and rules of all the parts of English, we will be able to use them correctly and consistently in our writing. For example, if we know the rule, 'subjects and verbs agree,'than we will have more of a chance to remember to make the verbs plural if the subject is plural.
It is important to know how to write correctly for job applications and other soliciting purposes we have throughout our lives. It is equally important to know how to speak proper English, so we can impress people to get what we want. The more people who speak proper English, the more beneficially homogeneous our culture would be, helping to eliminate common biases and misunderstandings. Stylistic, and personality differences are good, but they should be eliminated in our language, so there are no misunderstandings. There is nothing more important than clarity in communication.

The Parts of a Sentence

Sentences - Are groups of words expressing a complete thought; having a subject and a predicate. For example- John called Jill.

Subjects - Are the parts about which something is being said.

Predicates - Are the parts of the sentence which say something about the subject.

Simple Predicate - Is a verb. The predicate with many words is a complete predicate. For example- See Gulls were flying around the pier.

--- The subject of a verb is never a prepositional phrase ---

Compound Subjects - Are two or more subjects connected by a conjunction, and have the same verb: John and Susie went to the store.

Compound Verbs - Are two or more verbs joined by a conjunction having the same subject: Bob walked and sang all the way to the river.

Complements - Are complete meanings begun by the subject and the verb: Those clothes look clean. I said that. He was in the house.

Subject Complements - Are nouns, pronouns, or adjectives that follow a linking verb, and describe or explain the simple subject: The dog became tired. The food turned rotten. Pooh's real name is Rick.

Predicate Nominatives - Are a kind of subject complement that explains or identifies the subject in the sentence: A spider is an arachnid.

Predicate Adjectives - Are another kind of subject complement that modify the subject in the sentence: That soil looks dry.

Direct Objects - Are nouns or pronouns that receive the action of the verb or show the result of the action. They answer the question, 'what?'or, 'Whom?'after the action verb: Bob kissed Spike after he pooped in the kitty litter. He painted his car.

Indirect Objects - Are the nouns or pronouns that precede the direct objects, and usually tell 'to whom', 'for whom', 'to what', or 'for what', the action verbs are done: Lisa mailed a letter to John.

Parts of the Phrase

Prepositional phrase - A group of words beginning with a preposition and ending in either a noun or a pronoun.

Example: Next to the river.

Phrase - A group of related words that is used as a single part of speech and does not contain both a verb and a noun.

Verb phrase - A phrase that has a verb in it.

Example: ...has been sitting...

Prepositional phrase - A phrase with a preposition in it.

Example: ...about you and me...

Participle - A verb form used as an adjective.

Example: Running through the river, scruffy made many splashes.

Participle phrase - Consists of a participle and its related words.

Example: Outwitting the hounds, the fox easily escaped.

Gerund - A verb ending in -ing, which makes it a noun.

Example: Walking is good exercise.

Parts of Speech Map For

The Eight Parts of Speech

Nouns - Are the: Person, place, thing, or idea.

1) Person- Joe.
2) Place- Alaska.
3) Thing- Poem, pencil.
4) Idea- Strength, obedience, freedom.

Pronouns - Are used in place nouns.
Example- I bought it and rode it.

Personal pronouns - These have to do with people: I. my, mine, me, we, our, ours, us, you, yours, he, his, him, she, her, hers, it, its, they, their, theirs, them.

Reflexive personal pronouns - These have -self, or, -selves attached.

Relative pronouns - They relate the adjective and the subject: Who? Whom? Whose? Which? What?

Demonstrative pronouns - Are used to point out a specific person or thing: This, that, these, those.

Indefinite pronouns - Are not definite or specific in what they are pointing out: All, another, any, anybody, anyone, anything, both, each, either, everybody, everyone, everything, few, many, more, most, much, neither, nobody, none, no one, one, other, several, some, somebody, someone.

Adjectives - Modify the nouns and pronouns. There are thousands upon thousands of adjectives in the English language.
The wise woman. The three girls. This week. The table leg. The sunday dinner.

Verbs - Are known as the action, or state of being words.

Action verbs - Tell what the subject is doing, seen or unseen: Do, come, go, write, believe, remember, know, think, understand.

Linking verbs - Are the state of being verbs. They form the verb be:

be shall be should be
being will be would be
am has been can be
is have been could be
are had been should
have been to be will be
was shall have been would have been
been
were will have been could have been
Appear, become, feel, grow, look, remain, seem, smell, sound, stay, taste, and turn, among others.

Helping verbs - Are the linking verbs in verb phrases. A verb phrase are two verbs acting as one, the helping verb is underlined.

Example: ...was running.

Verb phrase - Is two or more verbs: Is leaving, may become, might have remained.

Adverbs - Modify the verbs, adjectives or other verbs.

Modifying verbs - I move forward, I barely moved. I might go.

Modifying adjectives - Ruth is usually a good skier.

Modifying other adverbs - Pooh is almost always there.

Prepositions - Show the relationship, or connection of a noun or a pronoun to some other word in the sentence: I walked around the house.

Simple prepositions - Aboard, about, above, across, after, against, along, among, around, at, before, behind, below, beneath, beside, besides, between, beyond, but (as except), by, concerning, down, during, except, for, from, in,inside, into, like near, of, off, on, out, over, past, since, through, throughout, till, to, toward, under, underneath, until, up, upon, within, without.

Compound prepositions - Have more than one word: According to, as of, aside from, because of, by means of, in addition to, in front of, in place of, in spite of, instead of, next to, on account of, out of, owing to, prior to.

Prepositional phrase - Are prepositions with a noun or pronoun. For example- In front of John.

Conjunctions - Join words or groups of words.

Coordinating conjunctions - And, but, or, nor, for, yet.

Correlative conjunctions - Are used for connecting pairs, and making comparisons. For examples- Both...and. Not only...but also. Either...or. Neither...nor. Whether...or.

Correlative conjunctions - Are used for connecting pairs, and making comparisons. For examples- Both...and. Not only...but also. Either...or. Neither...nor. Whether...or.

Subordinating conjunctions - They introduce adverb clauses: After, although, as, as if, as long as, as soon as, because, before, if, in order that, since, so that, then, though, unless, until, when, whenever, where, wherever, while.

Interjections - Are exclamatory words that express emotion, and have no relation to the rest of the sentence: Ugh! Terrific! Wow! And, Well, oh, among others.

--- What part of speech a word is depends on how it is used ---

First -

1) Collect the labeled Parts of speech, and parts of the sentence in their Introductions.
2) Return their 20 proofread facts.

Discussion on facts in reseach papers

a) Pass out the hand out titled, Inclusion of facts in research papers.
b) Read and explain the articles that have all subjectivity and no objectivity, all objectivity and no subjectivity. Ask the class how they feel about it.
c) Read a one page article filled with facts but no subjectivity. Ask the class what they think about it.
d) Read a one page article filled with facts and no subjectivity. Ask the class what they think about it.
2) I will explain how a lot of news stories are biased, and read an article explaining it's bias. I will tell how it could have been written in another way to support another bias. (Show two differently slanted articles on the same thing).
3) Explain how I collect facts and put them on paper.
a) Show actual samples of stages of my own research papers.
b) Pass out the handout titled Stages in fact gathering.
4) Tell them to cite what book and what page they got each fact from. So people reading your paper know where to refer for similar information, and so people know that you are confident that you are stating an actual fact.
5) Stress that facts can be anything they read about the subject that interests them. NO need to stress.
6) The rest of the day the class will be in groups of two who they choose, gathering their own facts.

Homework

Students- Add the last 15 facts to their papers.
Me- Proofread the parts of speech and parts of the sentence in their papers.

One page of all subjectivity and not facts

Hide Nothing!

This country has so many problems because we don't communicate. One of the reasons that we don't communicate is because we all write each other off as lunies and decide not to talk to them; we aren't interested in each other. This is a side affect of having a one-sided consciousness, only caring about one sort of thing, for example: People who stay in cities and work all the time, as apposed to outdoors hermits who never work. Or monks apposed to politicians. These vast differences in lifestyle is natural and not to be condemned, but thinking that you way is the best and other people should be like you, is when polarized (one sided) consciousness becomes harmful. Like certain people preaching their views to others, and ignoring the common denominator between them and others, as if other views aren't worth note. Or people who think getting a computer job for %45,000 is a smarter thing to do than dropping out of school and being a ski bum, outdoors guide, world bicycle traveler; because they are too emersed in the financial gain and 'security' (which really means addiction to warmth, caffeine, sugar, television, clean clothes, a bed, warm showers, etc..), and laziness. This 'ethnocentrism' forms barricades because of their disinterest in learning and addiction to control. This polarized-ethnocentrism is the cause of the environmental, and foreign relations problems of our country, and our own interpersonal problems.

So we all must be interested in each other, and everything else in the world. One of the signs that we aren't communicating is that we put each other down without saying why. For example: The militia movement saying they are arming up because they don't trust the government, but not explaining why. Another way communication blocking hurts people is their false security in secrets, like when people who are suppressed, like marijuana smokers being afraid to admit it to the public, as if they are going to be suppressed.

All facts and no opinions

Stages in fact gathering

1) Read the material, and mark with a pen on the edge of the page (so you can see the mark as you thumb through the pages) the interesting facts that you find. This is better than using a high lighter because you don't have to stop reading to note the fact. Do this with all of your sources, until you have enough of the kind of facts that you want. Make sure that your sources will give you well rounded information. Look at your facts as if you are trying to convince your audience as much as you can that what you are saying is true.
2) When you are done with reading your sources. a) Flip back through your sources and wright down all the exact quotes from the places that you marked.
b) Be sure so include the page number, and source that the quote came from.

Inclusion of facts in research papers

Start by writing the introduction to your paper. The introduction is basically a preview to everything that will be in your paper, so start out general. Imagine an inverted pyramid. As you progress through the paper, clarify each major point more and more by using supporting facts.

Steps

1) As you write your paper, you will remember facts that you recall writing down to include. As you include facts, mark them off of an extra fact sheet.
2) Continue writing the paper, using facts that you can remember off of the top of your head.
3) Try to finish the paper with a conclusion that ties all the parts of your paper together, and leave the reader with a sense of how your topic relates to the rest of the world.
4) After you finish your 'rough-rough draft', regard on your list of facts which ones you need to include.
5) Re-read your paper, and write the number of the facts that would most appropriately be placed in certain places. If you still have facts that you don't know where to put, don't worry, just save it for later.
6) Include the facts into your paper, with appropriate introduction and conclusion sentences.
7) Re-read the paper and find places to put any remaining facts that haven't been put in the context of the paper.

Voila! Now you are done with your ´Rough Draft´.

First - 1) Return their proofread parts of speech.
2) Collect their papers with the last 15 facts.

Discussion on Sentences

1) Pass out the hand outs titled, About sentences, and Types of sentence fragments, and explain them.
2) On the overhead, show the article titled, Change the paradigm!, and show the different types of sentences that are on it.
3) Read examples of incorrect sentences in their introductions.
4) I will explain common mistakes in parts of speech labeling.

In class work - In groups of two who I choose, they will find, label, and fix all the sentence fragments in the first 1/3 of the other persons paper. Walk around and help them.

Homework - Finish class work for tomorrow.

About sentences

Declarative - Makes a statement without expecting a reply, which is what most sentences are. Example: John went to the barbecue

Imperative - Gives a command or makes a request.

Examples: Will you take the dog out? Or: Take the dog out!

Interrogative - Asks a question. Example: What is your name?

Exclamatory - Expresses a strong feeling.

Examples: 'Oh, my!' 'How time flies!' 'What a day!' 'Gosh!'

1) Sentence fragment - A separated sentence part that does not express a complete thought.

Example: Leaving Susie there at the corner, should be: We left Susie at the corner.

Types of sentence fragments

a) Subordinate clause - Only part of a complete clause that has a whole meaning.

Example: Although Joe made seven dollars that day. Should be: Although Joe made seven dollars that day, he wasn't able to go to the show.

b) Verbal phrase - A phrase with a verb in it, but not meaning anything by itself.

Example: Kicking the ball. Should be: Kicking the ball, Omar fell in the mud.

c) Appositive phrase - An appositive is a word which means the same thing as the noun or pronoun it follows. An appositive phrase is a phrase with an appositive in it, which doesn't mean anything by itself.

Example: The assembly line was invented by Henry Ford. Who started the Ford motor company, Should be: The assembly line was invented by Henry Ford, who started the Ford motor company.

The run-on sentence - Consists of two or more sentences separated only by a comma or by no mark of punctuation. Example- Josh kicked the ball to Jeff he didn't even see me! Should be: Josh kicked the ball to Jeff. He didn't even see me!

First -

1) Return the proofread first third of their papers.
2) Collect the rest of their proofread papers.

In class work - 1) Today will be a make up day for students who are behind.
2) The rest of the class will learn about Educational Kinestheology in groups of three who I choose.

Educational Kinestheology

1) I will explain what Educational Kinestheology is, and pass out the hand out titled, Educational kinestheology.
2) In a class circle we will all do the five exorcizes labeled in the hand out.
3) They will break up into groups of two who I choose to use muscle testing to fill out the hand out titled, E.K. worksheet.
4) After the students finish the worksheet and turn it in, we will have a bucket-rope tug of war tournaments. I strongly suggest doing E.K. exorcises to prepare for it.

Homework - For the students- Catch up day.
Me - Proofread their final papers.

Educational Kinestheology

These exercises will help you integrate your multiple intelligences by integrating the left and right side of your brain and body. By doing exercises to physically cross the mid-line of your body helps connect all the aspects of our being. These exercises will help you access information in your brain that is sometimes hard to 'pull out of the files'. They will also help you be more creative and organized by opening both sides of your brain.

We all have energy flowing through our bodies called 'Chi'or 'Kundalhini'. When we feel good we have a high level of Chi, meaning the energy running up through out bodies is in good force, holding us upright and keeping us strong. When we don't feel good we have a low level of Chi. Do you remember feeling when you are 'down'? Your head slumps, and you don't have energy.

It is possible to use your Chi to find out how you feel about things; this is called 'muscle testing'. Muscle testing is when someone thinks about something and holding their arm parallel to the ground while a friend pushes their arm down. The firmness of their arm determines how much Chi the person has when they are thinking about something. This shows how good they are feeling about what they are thinking about.
Educational kinestheologists believe that in order for a person to have good Chi, the energy running through our body needs to be balanced (integrated). For example, it is not healthy for someone to be overly dominant in the left brain, because they will only be able to know how things happen in a logical way that they can decipher by regarding only what they see in the given time and context; without being able to use their imagination to regard the outside, non present (or visible) influences. An overly dominant left brained person is able to do math very well, but has trouble writing creatively. It is also not good to be overly dominant in the right brain, because it would be very difficult to do things like: Stay organized, do math, understand things in a logical way; however, it would be very easy to do things like: Imagine stories to wright about,, and do art work.

The exercises in E.K. (Educational Kinestheology) are designed to integrate the right and left sides of the brain and body, so they work together more efficiently; consequently strengthening all aspects of the being. Among other things, we can use muscle testing to find out which exercise would be the most beneficial to do.

The exorcizes below are some of the most popularly used to integrate people. Other good things you could do to integrate yourself are: Learn to swim by breathing both to the right and the left. Become ambidextrous (able to wright with both right and left hands). Learn to understand why and how people who don't think the way you do.

E.K. Worksheet

1) Hold your arm out, say you have the color of eyes that you don't, and have your partner muscle test you. Then tell the truth, and have your partner muscle test you.
Can you tell the difference in the stiffness of your arm between telling the truth and lying?
2) Stand in the swan position, tilting your head 90 degrees on it's side, then on the other side. Note how good your balance is. Then muscle check to decide which of the five exorcises to do to improve your balance. Do the chosen exercise for at least a minute. Then stand in the swan position and tilt your head back and forth again.
Did your balance improve after the exorcise?

First -

1) I will turn their final proofread papers back.
2) Collect late work.

In class work - We will get into a group circle, and students (who feel comfortable) will read their research papers to the class, I will read them if they want me to. We will discuss each paper after it is presented.

Homework - Students- Correct their proofread final papers.

First - 1) Collect their final proofread papers.

In class work - They will continue sharing their papers to the class.

Evaluation Strategies

How I evaluate this class will be very subjective as to how the class is. Some classes will probably do a lot more work than others. This extended lesson plan will be set up to allow any kid to get an A if s/he wants to, because they will have the chance to re-do every assignment, including the test. The only real due date is the end of the 15 day unit. I will give full credit to each assignment turned in. The proofread final will be a separate full credit grade. Students who can't keep up with the homework could choose to not do certain assignments and suffer the consequences; however they will be required to take the grammar test. They will know how may assignments they can skip and still get a passing grade, because I will pass out the rubric at the beginning of the unit. However, they are required to take the tests. I will also pass out my extended lesson plan to any student who wants it.

Rubric

Participation - 1 point a day. 15 points. This includes bringing materials everyday, and doing what you are asked.

Five Books - 5 points.

One page introduction to paper - 5 points.

Re-written one page introduction - 5 points.

55 Facts - 55 points.

Organized 55 facts - 5 points.

Rough draft paper with 55 facts - 55 points.

Final paper - 55 points.

Labeled parts of speech and parts of the sentence in the introduction - 5 points.

Original labbeling of parts of speech in papers - 10 points.

Proofread labeling of parts of speech in papers - 10 points.

1) Introduction.
2) Discussion on research paper topics.

Assignment

1) Collect at least five different sources on you subject.
2) Write a one page introduction to your paper.

Day 2- Talk about how to do a research paper.

Due -

1) One page introduction to paper.
2) Five books on your subject.

Assigment - 1) In your introductions, label the: Introduction sentence, introduction, paragraph, all the facts and opinions, at least one linking expression, conclusion paragraph, and conclusion sentence.

1) I need for more creative writing and papers rage imagination and creativity

teaching ana black also attention punctuation teachers way that relates about getting red all over them learn to class size. middle school budget for obviously interaction happen in the past and present, right decisions in the future. It This, so expect full respect from won't 'which their explaining and how they are different in each article, showing how to write coherently on a rough draft Explain Explain Explain what on possible research subjects be memories their interests AC proper training techniques'.
you are interested in already me to change it learn about interesting things that they may write about what I expect from the class- 1) Have them show me is, and disperse the hand out titled, C Arouses the reader's interest- 1) Collect the maps of their Disperse heir papers sighting the facts verses Horse like ID proper adjectives - Names of first 20 facts to your paper, will turn your proofread 20 facts back.
2) Discussion on inclusion of facts on paper.

Due - First 20 facts to your paper.

Assigment - Add last 15 facts to your paper.

1) I will return your final 55 organized facts, and your rewritten one page introduction.
2) In class work on writing paper with 20 more facts.

Due - 1) Next 20 facts.

Assignment - Correct your proofread final papers.

Rules

1) I give full credit for every finished assignment. As long as it is turned in by the end of the unit.
2) I will proofread every assignment.
3) All homework must be typed, except for the 55 facts which must be legible.
4) All materials (notebook, research books, pens, handouts, etc.) must be brought to class every day.
will languageconsisting of SUBJECT Is the part PREDICATE Is the part of the sentence which sayssubject complement that explain or identify of

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their mathematical type of logic that may not have enough relevence to reality by notsequential about,do art work, and write rock songs.son sides of the brainthink aneye color Then do the same thing telling the truth.on one leg, tiltto one the other, and n off when you do this to decide which of the five exe(s)Tfinal proofreaddependent onpaper will be a separateonly nORIGIONAL LASSG. facts, and mark the mechanics o foot notes, and bibliographiesparts of the sentence, and backthe s to your paperstten one page introduction backL1) Return your 55 factsG Rn your final 55 organized facts

(contract)

Letter to mom

Dear mom, i am here at school and it is fine. I don't have any moey right now but I have credit on my card so I am not strarving. I made a girlfriend named Cathy and another freind named Andy. I hope Bowser is doing good, don't let him eat too many bones. My classes are good and my teachers arae good, and i like the town here. I will call you as soon as they hook your phone up.

Final Draft

Dear mom. I made it and am settled in. I am out of money already because of all the anitial expenses, but have credit on my school I.D., so I can eat here at the cafeteria. I already have a girlfreind, Cathy, and another freind named Andy. Give Bowser my best and don't let him eat too many bones. My classes are interesting, I like my teachers, and Durango is great. I will call you on Wednesday when your phone is hooked up. I love you.

I page of all subjectivity and no Michael Pounds

Michael Pounds is very mellow and nice, he likes to hang out with his freinds, snowboard, skateboard, and generally take it easy.

Michael Pounds was born is Austin, Texas, on May 22, 1979, to Winston and Larrain Pounds. He has two brothers, Wyndham and Kyle Pounds, and currently resides in Boulder, Colorado.

Opinions with Facts

I love Amanda so much. She is the nicest person ever. Whenever she talks to anyone she gives them her complete and undivided attention. She is beautiful, everywhere she goes people turn their heads in awe. She is an absolute goddess.
WITH Amanda Peterson is a Swedish girl who is five feet two inches tall, 99 pounds, with sandy hair and green eyes. She enjoys playing volleyball on Sundays with her team the Vipers. When she graduates from college this spring she is planning on traveling in Europe.

The most important thing to remember is to have fun.
When you train for competition, make sure that you don't go too hard the day before the event.

There are four things you need to do to be a good competitive cyclist:

1) Stretch- If your muscles are docile, they will be less susceptible to injury because they can more stress before ripping fibers; and they can process lactic acid more efficiently.

2) Lift weights and to 30 second intervals- If you aren't powerful enough to hang with the pack during the sudden speed increases, it doesn't matter how strong you are because you will have to break wind for yourself and work %30 harder.

3) Ride a lot of miles- When you have good endurance, not only can you keep your strength to the end on the long races, but your muscles can recover from the sprints that happen during the race, you can recover better after hard days, and you have more confidence.

4) Get plenty of sleep- When your body is working hard day after day, it needs a lot more time to process the lactic acid and rebuild muscle fiber.

5) Have a good diet- A hard working body needs many more nutrients than average to rebuild muscles fibers; and also to keep from getting sick because constant intense exercise weakens the immune system.

6) Have fun- The most important thing is to maintain a relaxed attitude. Emotional stress takes a lot of valuable energy that should be going to recovering the body after intense exercise.

If you are going to be a good competitive cyclist than you need to stretch, lift weights and do intervals, ride a lot of miles, get plenty of sleep, have a good diet, and be happy. A hard working body needs many more nutrients than average to rebuild the muscles; and the most important thing is to have a relaxed attitude, because emotional stress takes too much energy that should be used for recovery. Plenty of sleep is important because the body needs a lot more time to recover from intense exercise. You must stretch because limber muscles can take injury much better and can process lactic acid more efficiently.

WELL susceptible Lift weights and endurance exercise POORLY that should be used to recover exercise Weights are important because they build valuable muscle mass to have the power to hang on to the pack. And most importantly miles are important so that the body may mold into a riding machine.

S ADJ.
Louisa is an intelligent woman. Last weekend she wrote a twenty page paper on Koala bears; something she didn't know a thing about before. She is also very helpful. Yesterday my battery was dead when she happened to drive by, and not only me having to directly ask, even though I have never talked to her.

AND MECHANICS Topic sentence Linking express. Subject. Mod Pro V Louisa is a great woman. She is intelligent; l
Adj. Dir. Object

and I didn't even have to
Conclusion sentence
So I nominate her for the Nicest Person award.GOOD INTRODUCTION Complete sentence. She a

We should make and make and in a in their own voices We shin Durango you, and
the term, here is my unit plan- (Madaline Hunter Format) Initially getting your thoughts on paper you are interested in, so you your the the differences in 6 and interests that papers should be subjectiveHaves paper on how to improve itin thatonly on their effort

pass , S

Ralph said, ''Lily told be to,

DAY FOUR

a b c d.K. exercises to prepare for it.
S Me- Proofread final papers.

W is the reason most people aren't good writers Communication is the most important skill to have, and there are many different ways we communicate our thoughts and feelings: music, art, and literature. Our most powerful communication device is rock and roll, the combination of music and literature.

Being able to write is important because we need to be able to communicate our thoughts. We need to communicate our thoughts because we need to understand each other. We need to be able to clearly convey a point view to somebody who believes the opposite, without offending them and covering all of your points. If everybody understood each other the way we are supposed to, than there would be no more injustice, because nobody is evil.
Everybody needs to find a voice, so they can convey their thoughts through writing. If you can write, you can make your dreams come true. You could be an active political person with your letters to the government and people who see the world in a different way then you do.
Writing should be fun, if it isn't fun than you aren't doing it right. The important part is getting your thoughts on paper in the first place; once that is done the rest is modification, which uses a different kind of thinking. Writing should come as easily as speaking.
After you decide ill paper on, study it and - In this unit, 1) Efficiently
7) Write a well composed paper, wrote and proofread with to the students write as subjectively as they want to, as long as they speak their mind.
asses on learning about their subject,them to write about.
from what they know off the top of their head for them to choose.
literature of mine and explain the process I know I love to write and how writing is good for you.

How to teach writing - Rough Draft

How to teach writing - Final Draft

Everybody can be a good writer, all writing is, is a thorough communication of your thoughts on paper. If you are a good talker, you can be a good writer.
The average American doesn't value the benefits of writing because they were never taught the important facts about it. 1) The first step in teaching people to write is to teach them to get all their thoughts on paper. There are so many things people have to say about things, but when asked to write them down, they can't. We need to teach people to get thoughts down on paper in the first place, then teach them how to proofread it. From an early age children must be taught to write a whole page on what happened that morning just like they were telling it to a friend. But to teach kids to do this, we must encourage them to be inhibited, to read their gibberish and say, 'Oh wow and what happened after 'Johnny drive car after dog'.
Creativity should always be taught first. I was expected to memorize the alphabet before I was expected to write. I was never expected to wright very much in school. In English and History class, big papers came only once or twice per semester, and the rest of the time we were memorizing things like: Grammar, vocabulary, geography, dates, names of leaders, etc.. Not to say that these things aren't important, but learning how to communicate your thoughts is much more important, and by learning how to formulate a story, the inclusion of grammar and vocabulary comes much easily. It is useless to learn what the parts of speech are when you can't even write, because the grammar being taken out of context seems useless and boring to the students.
Another grave injustice that my teachers have done me is putting red on my paper subjectively

It is hard to write all of your thoughts down because they come to you at different times, and it is hard to think about what you are trying to say and put it on paper at the same time, because.
The best way to make kids good writers is through positive affirmation. Positive affirmation is getting kids excited about writing, and when you get their papers back, even when they are almost incomprehensible, you give them an A for effort and put clarifying corrections on it and comments on how to expand on important details, without making the kid feel like a bad writer. Then have them rewrite it, until they have completed a good piece of literature to keep forever.

There are two important mistakes my educators made:

1) The spectrum of what I could write about was too narrow. Too often I was asked to write about something that bored me (Like the Renaissance), so naturally I wasn't interested in doing a quality job, because it wasn't my job. Not to say the Renaissance isn't a good subject to write about, but when we are teaching high school students how to wright, we need to make it as fun for them as possible; they can write about the Renaissance in college.
2) The way they may write is too narrow. High school kids need to feel comfortable writing, and knowing they will have a critical teacher reading their work will only stifle their creativity. They don't need to know what mistakes they made, they need to know what they did right. To high school kids, moral is everything.
3) Explain that they can write whatever they want, and the rough draft can be as rough as you want it.
with the class Atlantis. You should do your paper on Atlantis'.
and what we should do to fix it'.
t the class is very intelligent can and who to give extra attention to clear and thorough we were taught how to write in the wrong order make sure they can People have so much to say it down, they can't because they weren't taught the true flexibility of our language. taught as easy as uninhibited. We must John follow should be the priority in teaching writing; I know this from experience. write geography, dates, names of leaders, and other menial things that didn't spark my imagination.that these things aren't important, being able to think and communicate for yourself is much more important. Once you know learning how to distinguish the grammar and putting new vocabulary words is much easier speeches and did all over my paper and giving me a bad grade. By rearranging the punctuation and wording on my paper, they weren't clarifying what I was saying, they just gave me the impression that I am a bad writer and there is only one way to write. If teachers are going to help students find their voice, they need to be very diplomatic and thorough about it, which takes time. Students should be able to comfortably read their papers in front of the class. Writing is an art that takes skill, because we write so much slower than we think. The best way to write a quality paper is to get all of your thoughts down, then organize them in an organized way. I usually say something in two or three different ways until I find the right way to phrase it. My creative voice is often different than my final voice. Here is an example of the stages a typical sentence of mine goes through:

1) The first thing that must happen is you should put your thoughts down on paper that are raw and come from the heart.
2) It is important that you know what you are saying, so get that down first, and organize later.
3) The ideas are the most important, so get them down first, and then fix it. I am essentially saying the same thing in each of these three sentences, but I find the wording of the third the best. I couldn't have found the third sentence until I wrote the first two. What I did with the first sentence was to write what I was thinking as if I was telling someone. Then I reworded it so it got to the point more directly. For some reason, the first sentence I come up with is passive, because that is the order that my mind works, but it doesn't make as much sense to convey, so I change it to active. The proofreading process takes you through the thinking process. By writing your thoughts down, you see with your eyes exactly what you are trying to say. positive Positive letting them know only what they did right, helping them expand and clarify what they are saying by showing interest. When teachers grade their papers incomprehensible we must give them an A for effort, so the kid doesn't
in teaching me how to write bored Renaissance motivated to do on the paper paper, it was my teachers Renaissance necessarily bad write papers on things the subject better be as interesting as possible!
writing styles introduced to me were Students need to realize that there are a lot of different ways to say things. Comprehension is an important step in teaching kids how to communicate. So teachers should have comprehension exercises. Like play a rock song that that is popular and ask them what it is about. Read literature concerning the same subject and describe to them how the writing styles are different. so narrow minded who only regards certain writing styles as acceptable, stifle, write one page on their topic.they like each other.
ever they want and the only grade is for effort. ones can talk write appreciate by teaching the mechanics before the creativity.and most important in teaching people to write able to experience how creativity should be a priority but more spend any time well when it was mark up the mistakes in my paper without telling me how the improve on what I was good at. Teachers must remember not to proofread a students paper to the point where they feel like it isn't their paper any more. Instead of being critical, teachers should introduce new writing styles to their students. first two or three different ways until Each sentence says essentially the same thing, but the third is worded the best arrived after It was responsibility ,-more directly The first sentence what is thinking when I put it down. It isn't as direct the voice is when you are thinking the most about what you are writing. After you write your thoughts down, you see what you have said. T
just the steps of writing-they stress they are their thoughts down it should be easy for kids Therefore,, instead of 'This is gibberish, you say 'John followed a dog in his car' 'enough more can write With %30 of Americans literate, we need to focus on the basics more.
mistake made without telling me how doing right, which were the ideas I had so they feel more at ease
our writing is are phrasing initial very had to write two sentences before I could arrive at the third. Passive is inefficient so I about what you are writing. It is only Which their only and showing interest to In grading students must give them an A for effort paper, it was my teacher's paper teaching kids how to communicate, we are they are two different pieces of that having who only regard
As you can see the first and second drafts are a lot different. The first draft inspired the ideas that are in the second draft.
status quo enjoy We must teach people that t in writing all their thoughts on paper. why so we shouldn't be over critical of the style they adopt just
, Facts 4) Opinions. least one linking expression. 6) Conclusion paragraph. 7) C so we we all in the world.
We all must our communicating voice, what kind of things we tend to think of, what we believe, what we have to say. The best way to find this is like to read and because you will know the world and how to move through it an active political person with, or just write about issues Having kids write on things they don't want is murder to their inner writer. only thing that is important first place, just Teachers should have a more active role in kids papers. Too often kids turn in half-ass papers, the teacher puts red all over them and a grade and gives them back and that's that. Teachers need to proofread their papers, have them rewrite them, get proofread again and rewritten again. These extensive research papers are far more important than math, shop, home etc.., and grammar classes.
Syllabus for the next three weeks the proofreading process.
3) Explain the organization of the papers; where the facts and opinions are, how sentences relate to each other. take - 1) The hand

I learned a lot about victorian England by reading Middlemarch. It was a small town where all the upper class people knew each other. It reminded me that the upper class and lower class really lived apart from each other. The rich people lived in a really inefficient way; in big houses with a lot of furniture and servants, when they could have taken care of themselves. Their houses where huge. George Eliot did a brilliant job connecting all of these characters together into a huge book; showing how societies work and the injustices that happen, making us think about how a group of people should work like.

Tertius Lidgate was the perfect example of this. He came to Middlemarch because he wanted to bring a revolutionary hospital there and make Middlemarch a cultural center with a university. All of the citizens knew that what he was doing was good, but the only person who helped him financially was Nick Bolstrowd, and that was only because Tertius ran the hospital for free and the way Nick wanted him to, and Nick needed friends. When Tertius ran into financial problems because of his working for free nobody cared to loan him a thousand pounds; as is they didn't really care about the hospital. This was a very ironic thing to happen to the Dr., seeing how he was such a selfish person. His wife Rosamond had him in a sticky situation also, because she was so concerned about what other people thought about her and had to either live in their big house or else go to another town altogether. Like when she said, 'It is so hard to live here with disrespect from the people'.

Another character who suffered a lot of ironic pains was Dorothea Brook, later to become Mrs. Cassabaum. She was the perfect example of a well meaning woman who can't be as affective to society as she should because she lives in a man's world. Being raised a woman, she wasn't exposed to the same education as she would have if she was a man, so she was ignorant enough and enculturated not to have a 'go get em' type of attitude. She knew she wanted to know more, so she married the older and very well educated Mr. Cassabaum. His life's work was to write the 'Key to all Mythologies', in which he studied day and night on all the Mediterranean mythologies, to relate them into a cohesive unit that show us what our basic beliefs about the world are. From a distance, he seemed like a very wise man who would do humanity a lot of good. But as Dorothy got to know him, she could see how he was a coward who could only study and couldn't formulate anything. And he wouldn't accept the truth from anybody. This is very illustrative of the author's views about the excessive study of history without any creative view of the future; which was a real issue in the victorian age; the battle between he young visionaries and the old sticklers to the old way. Will Ladislaw's relationship with Mr. Cassabaum showed this brilliantly. Cassabaum accused Ladislaw of being too scattered and not having enough focus, when it was really him. Ladislaw seemed to be the only one who really understood why Cassabaum's work was all in vain, because the German's had already integrated the European world's mythical systems. When he told Dorothea this, 'The focus of interest has moves on Dorothea'', she couldn't accept that this was true, and didn't believe Will. The relationship of the old school of thinking not wanting to accept the new way was shown Mr. Cassabaum's will stating that Dorothea didn't get his estate if she married Will.

Will Ladislaw was the classical leader of the new movement towards justice. He convinced intelligent but slightly confused Mr. Brook that the poor people deserved the vote, and was a very good public speaker. The author did a good job showing how new thought forms take control with characters like Ladislaw coming into the picture of things. Starting out as a nomadic artist my sponsorship from a rich relative, and then finding his voice by seeing the situation of the world through young eyes. It was good that George Elliot put him into parliament, showing a success of progression.

Nick Bolstrowd was also a brilliantly formulated character, showing the authors views of the old way of thinking. He was a dedicated Christian with obscure religious views who never really did a whole lot of actual good for society except donate some of his money to Dr. Lidgate's hospital. It must have been fairly avant guard for a Victorian writer to write a book that had a religious person embezzle money. I would have thought that religious people would have had more respect. Mrs. Elliot did a good job at humanizing him by having him give his estate to Fred Lindsey and Amy Garth, after Amy's father Kaleb Garth wrote him off as a business partner.

The main theme in this story for me was the relationship between the sexes. They showed consistent personality traits. The women were always (except for Tertius once) the ones who cried. Many times about relatively minor things; like Rosamond crying because Tertius was leaving and she thought they weren't ever going to marry, and Dorothea when she thought she saw Will and Rosamond kissing. The men were always the ones who got sarcastic and showed anger first in an argument. Like when Tertius said to Rosimond, 'Maybe you should wait longer, then I will get my neck broken and solve all you problems'. Also all the times Mr. Cassabaum got angry with Dorothea because she was just trying to persuade him to get going on his book.

Another thing I learned about Victorian England was how much money meant to them. I wasn't fully aware that as a rule poor men and women aren't supposed to marry each other, at least from the upper class way of looking at things. I chose Middlemarch because I heard it was about the plight of women, so I thought it wouldn't be focused as much on the upper class male way of looking at things. But even this book didn't focus very much on the lower classes. There were three good scenes concerning the lower class. For example, the time Mr. Brook went to one of his poor tenants homes and told him to reprimand his son for poaching on his land, and ended up getting reprimanded himself because he charges too much for rent and shouldn't be hogging the hunting grounds. The most amusing scene was when Mr. Brook gave his ridiculous speech to the commoners who didn't like him on his nomination to parliament and got ridiculed, laughed at, and had food thrown at him, because they all knew his real views about the commoners. The third time that had any significant role of the commoners in it, was kind of making fun of them. When they ran off the railroad surveyors and knocked one of them out; all that had to happen for them to feel bad about what they did was for Kaleb Garth to tell them that it was inevitable that the railroad was coming and it would eventually benefit all of society so it was futile for them to rebel. They all acted like little children and admitted that what they did was wrong.

Another thing that was played up in Middlemarch a lot more than in modern books was the mocking and gossip that happened. I found it interesting that even though Doctor Lidgate was very educated and kind he was still very sexist. For example, when he was talking about his wife Rosimond, 'You can't talk about science and medicine to a woman'. I heard him say some very wise things though, when he was talking about Fred's illness, 'Grief is a kind of illness'. His religious spiritualism was accused of making people feel bad instead of good. consistent personality traits. I don't understand why fathers need to give their permission for their daughters to get married, why don't both parents have to give their permission? Sometimes I get the feeling women didn't take control because they were lazy and didn't want anything to do with responsibility and the stress of working. about I was disturbed by all the communication problems they had. The couples (the Cassabaums, the Lidgates) didn't share with each other their goals very smoothly and had a lot of silly arguments caused by simple misunderstandings. For example, when Rosimond secretly wrote the letter to Tertius's uncle Godwin requesting the loaning of the thousand pounds, and Godwin replying with such a sexist tone: 'Don't set your wife to write to me when you have anything to ask... I never choose to write a woman on matters of business'. However I don understand Victorian Middlemarch inefficient furniture friends Another way Doctor Lydgate was mistreated was when he accepted money from Mr. Bolstrowd even though he gave the money back, and helped Mr. Bolstrowd out of the meeting hall when he was accused of his past crimes, he suffered more gossip that spread as extreme as being accused of helping to kill the old drunkard. less people The love between the two of them is genuine, but she was more concerned that he was smart and in a good classing than the fact that he was a doctor. The two of them did have a bit of a communication problem though; like when she had to beet it out of him how much money they owed and when they both agreed that they would sell their house and she had a perfect chance to sell it to Ned Plymdale and Miss Sophy Toller for their marriage but didn't sell it and didn't tell Tertius. And he said some sexist things to her personally also, like when he reprimanded Rosamond for asking for money for him, '...To interfere with your ignorance on affairs that belongs to me to decide on'. It was a tragedy that Cassabaum didn't ever write his book, but at least he made the decision to write it and started, so he knew he was going somewhere when he died. Dorothea isn't to blame for never finishing it, rather she is to be commended for helping him complete it when she was asked. German's believe Will and Dorothea eventually got married, which would have made a very interesting story because she was so caring and helpful to Mr. Cassabaum and they weren't even compatible, she would have been an enormous help to Will and blossomed into a magnificent woman with the help of his young fresh mind. the Eliot parliament His not having the nerve to tell Dorothea that he loved her for such a long time was accurate for a person like him. It makes sense that he got angry when he found out that Dorothea was to be cut out of Mr. Cassabaums will if he married her. It shows the honor that the people of that day must have had; honor wouldn't play itself out like that by today's standards. The Will Ladislaw of today would have written Mr. Cassabaum off as a silly old man and would have just been Dorothea's boyfriend so she could keep the estate. It seems as though the people of Victorian England live very strictly by a lot of unwritten rules that they feel they must follow or else they will go to hell when they die or something. Other rules Victorian English people involved manners, they followed them almost religiously. Even in the nasty of situations they opened their arguments with, 'May I say...'or, 'If I may ask...' But even his money donations were half hearted; for example when he backed off on the hospital funding and refused to loan Tertius Lydgate the thousand pounds he needed even though he knew Tertius was as strapped as he was. He also showed a moral weakness when he allowed the severely ill Mr. Roufles to drink alcohol when he knew it would kill him. , showing how he tended to spread his guilt to others, which is one of the most dishonorable things to do in my book guard steal Eliot humanizing estate 'Stone Court' Vincy Caleb daughters relatively weren't Rosamond Lydgates misunderstandings Rosamonde amusing parliament views surveyors, saying 'You big folks makes money , and the poor get pushed aside' Caleb inevitable Caleb Garth was a classical character essential to any good novel about a community. He played the role of the solidly reliable and good hearted humble man always did the right thing and never let his emotions carry him away. Among the noble things he did was to loan Fred Vincy money that he didn't even have to pay off a debt, and when Fred came and sorrowfully told him he couldn't pay him back, he showed his understanding and sympathy for Fred's situation rather than scold him and throw a temper tantrum. Then showed Fred more trust by giving him a farming job when most if not all of the other people didn't trust him. Not many people are so trusting. It was also good of him to relinquish his business with Mr. Bolstrowd and not further his bad reputation by not telling other people. His humble nature was also controlled by self dignity. For example, when he told Mr. Bolstrowd of the bad news and Mr. Bostrowd said, 'Well don't you tell anybody else,' Caleb replied with, 'Why should I have said it if I didn't mean it? I am in no fear of you. Such tales as that will never tempt my tongue. 'There was a lot of barstool gossip about Doctor Lydgate because of his dissecting of humans and the gossip about Nick Bolstrowd after he got in trouble was almost unbearable to him. Perhaps one reason for all of this gossip about them from the common people was a symptom of them feeling left out and not understanding. Like they really didn't understand that Lydgate's dissecting was helping his knowledge about human sickness. It isn't their fault they feel left out, the education wasn't as well rounded at that time. After reading this book I am more glad than ever that I live the life that I live; I don't think I would have a good time at all if I had lived in England at that time.

There are two Victorian customs that impress me, one is that women wear a black and white suit with a black hat called a 'Mourning' for a year after their husbands death. The other one was how they get their friends to explain things to each other when they feel they can't articulate it well enough. For examples: The time that Fred Vincy had Mr. Farebrother explain to Mary Garth that he loved her and wanted to know how she felt about him. The time Tertius Lydgate had Dorothea explain to Rosamond that people thought highly of him and appreciated what he was doing . They also did this for each other voluntarily; like when Rosamond wrote Will Ladislaw a letter telling him she told Dorothea that he loved her because he didn't have the nerve. he was to going the hunting not be able to own Lowick Manornate some of his money to Dr. Lyestate Stone Courtee Bulstrode From ,which in which I was struck by the extents very gargantuan ants, it would have been more efficient and fairer society if they had taken care of themselves.iant job connecting all of the this huge book,Victorian in both good and bad ways really contemplate the nature of group dynamics an ideal example of being a communities saint, victim, and scapegoat; because he was a revolutionary and new to town start new kind of fever Most a thing agreed to run (cooperating with Nick's 'religious spiritualism') as many as he could was to loan him a thousand pounds,Many of the other doctors didn't care for Doctor Lyndgate's project because they weren't gaining anything from it, but that personality trait is timeless. (who was soon to be excommunicated from the community) reading this book I have a sense that Victorian was very different from modern day America in a lot of ways, both good and bad. The aspects that impressed me were how they got each other to talk to each other for them; I have never even thought of doing that before. They also seemed very compassionate to each other, and I thought they were pretty clueless judging from all the evil things they did to other cultures and the sexism. The sexism was rampant. The men seemed to think that women were incapable of comprehending any issue that takes serious thinking, which basically means they thought women were stupid. The only positive attribute women had were their susceptibility to crying, showing how emotionally sensitive they were which is a complement. But the only woman who showed any great deal of compassion was Dorothea. Mrs. Bulstrode showed loyalty to her man, but that isn't much of a complement to her intelligence, you could just liken her to a good dog. would as if care for Doctor Lytime Victorian where the extentlyants; it would have beenhad lived more modestly English societyed,an ideal example of being the communitysacrificial from out of, but loan him the he needed to sustain his livelihood him and his weren't gaining anything from it; which is a timeless recurrent theme in communities. unfairly and then helped him out of the town hall meeting when he was excommunicated,. H Mr. Raffles him in a sticky situation also of hereof, go to another town: '. was social had some communication problems persuaded to tell her by today's standards also directly her from Tertius's uncle Godwin for him: However, said some very wise things for example as talking about Fred's illness:couldn't wanted to because she lived in a man's world. Ras as extensive of an education she had been to not have a 'go get em'an eventually ; but he was too afraid to ever do him as bring it all together; a The irony or their relationship was that if she had been in his shoes she would have gone through with it. shows how some people excessively having s age,s of looking for all the answers from classical Greek and Latin literature and focus, when it was really he who was going nowhere tragic taking up the task being such a supportive and encouraging wife was a perfect balance to classical role in the book, and explained why his work was all in vain; 'The focus of interest has moved it An example feeling contempt for of relating the ignored pagan traditions of nature worship, and treating the poor as equals in wouldn't Lowick Manor sequel, when they weren't even compatible. Would have fresh also a classical leader of Europe's social and outdated e author did a great job showing the dynamics in which over the help of. He started out as a nomadic artist by sponsorship from his cousin Mr. Cassabaumound after traveling and getting a fresh look liked how people in power succeed each other.He was a very natural man, not the typical Victorian womanizer. This was shown by his , and he had to be encouraged by Rosamond in a letter to tell her personally His character is consistent with his getting after finding disowned from I don't think quite baum off as a silly old man and because of fear of God or something lived by involved manners; religiously. Even in nasty in another way for But even his monetary, strapped partly because of him. mother moral weakness by allowing 'Religious S' to spread his guilt to others It must have been fairly rebellious for a Victorian to have' 'd Amy Garteven For me the most sticking, showing the differences in fully have that responsibility?s I got , it seemed too easy for men to suppress them Also about relatively insignificant things a lot more than they do in stories now For example,
men and women really share their goals with each they needed the importance of of the that thinking barely gave any attention to sections :T,s. The most intense part to the commoners with the commoners,de if them:. It isn't very realistic that,,, who had gotten carried away, who. Wm and throw a temper tantrum; the gave Fred by self dignity. For example he told Mr. Bolstrowd of this,'. theme that you don't find as much all showing how the people of those days were much more socially connected,mon people was a symptom of the commoners the true dynamics of the situations; l. It isn't their fault they felt; it was almost as if there were two different species of humans living therein this day in age been very happy customs ed me. the their suits had people for them when they felt could their thoughts know how she felt about him, and tthe broader of how England in wayswardsyet very critical. Before other cultures and the sexism, but they were caring humans just like us. though; ttheir emotional sentitivity However. The main difference between Victorian England and America today is that Americans live their lives like they are the only ones in the world and Victorian English see themselves entirely from other peoples eyes. Neighbors don't know each other, and people don't care what others think about them (at least in my bubble). Of course, it still exists in our society, and now I know where it comes from. Looking at yourself through other peoples eyes r peoples eyes. That's basically all I have to say.,In America, much about really and judgementalism but All of our ideas about judging each other by who we hang out with, what cloths we wear, what kinds of cars we drive, where we live, what our houses look like, etc. is English. But it seems like the French gave that mentality to the English, and I have heard that the Italians and Germans are like that also, so it must be a European thing.

I don't like Victorian English peoples approach to keeping each other in line, because being critical of each other doesn't teach us how to think for ourselves, it only teaches us to know what we don't like in each other. What we need to focus on is what we like in each other, then there will be no suppression of creativity because we aren't afraid that people won't like us, because dislike of taste will be obsolete. So people will be able to please themselves, and will subsequently please the whole community more because they are motivated towards action; and even peculiar action is more productive than no action at all. This change of attitude sure would have helped Rosi. She wouldn't have been afraid to move into another part of town, and wouldn't have felt like she had to flee to London. For that matter, all of the women of England would have benefited from fearlessness in creativity and individualism; because the ambitious women like Mrs. Cassabaum would have been able to take initiative on things that others would have not thought about; without being called a 'crazy' or 'silly woman' by other women, and simply opposed and challenged by men, because her ideas would simply have been more compassionate than theirs. The person who suffered from these Victorian English unfounded prognostications the most was Tertius Lidgate. All he was trying to do was make a drug that could save peoples lives, but he was labeled as a creep who loved to dissect dead bodies just for the fun of it. He would have been treated much more mildly if he had lived today.

One reason people were in each others business so much in those days was because they relied on each other a whole lot more; which a lot of people would say is good. But personally, I would rather live in a world where nobody knows or cares about each other, than where I have to constantly watch what I say and do for fear that there might be half the town spreading false rumors about my Satan worship or something.

We must believe because belief makes the world go around. Columbus found America because he believed there was land on the other side, Edison made the light bulb because he believed the electricity Franklin discovered could illuminate a house. Those who don't believe don't think, it is the same thing as close mindedness. Look back to the time of the Roman Catholic church, they didn't think about what Galileo was saying, they just KNEW what they knew because they always knew it. It is amazing how easily people can get stuck in certain ways of thinking and not be able to escape for hundreds of years; I think that is the reason we die, because you cannot teach old dogs new tricks. The paradigm of the world has completely changed so many times, from all of the superstitious cultures around the world, like indigenous cultures taking metaphors like that we came out of the earth through four levels literally; to individuals completely changing their attitudes about life. Now with all this technology our society in general is about to totally completely change its attitude about life. No longer will the most powerful and aggressive ones be the people in power, but the gently, networking sociable people who utilize the strengths of all constituents of the population. I am not implying that they will be different souls, but these souls will be working differently. In debates, there won't be winners and losers, just people offering their take on the situation, with a holistic attitude about the whole affair at the end of it with the individuals of the audience to decide; because the relationship between the individual and the society will be different that it is now: People will no longer do certain things and act certain ways just because everybody else does, because the media will grow to such a point, that everyone will have their own internet site, and even TV station, so people will just gravitate to what their particular style gravitates to. To that one might say, "Well I don't want that! We will just all group into our own clicks and become homogenous". But it is not education and exploration that causes homogeny, but rather ignorance, and a small group of people having a stranglehold on just a few channels and newspapers is ignorance of diversity. Just look at what happened to America, sure the Chinese and Indians group together amongst themselves, but they get along much better. People must remember that we are basically good, and the fundamentalist Christians will be forced to realize this as all the new stuff starts to transmute from frustrated rock stars to empowering chanters of freedom, and when we stop hurting the environment because some bodies water powered engine design gets on the internet, thus disempowering the oil companies from suppression (which, by the way, has already happened, GEET engine from some town just west of Colorado Springs). But we ain't seen nothing yet, I have just been speculating on what we see every day. When we really look at the big picture, and bypass our own personal little takes on reality that we have been born with, we will undergo a bigger transmutation in our lives that the man born with slaves and dying with black people running their cities. What I am talking about are the aliens. When you listen to all the stories that people are afraid to tell in fear of ridicule, seriously, and read all the book written by these aliens, and take into account the vastness and the scientific history of the universe; it becomes clear that all of the superstitions in the past came from true stories of people called gods who come from other planets, and those silver discs and red triangles and shooting stars that change direction are actually vehicles driven by these gods who are watching us. When we take this into account the missing link makes sense, and all of the strange cultural similarities like all indigenous cultures having the same story about the Pleiades, that seven sisters came down and wanted to marry the prince of make today, the stories about Pluto and the big planet we can only as of now gravitationally detect, all is explained. We all probably have miraculous stories to tell but we bury them in fear of ridicule. I saw a saucer five minutes after I prayed for it, in the form of lights in the distance of the desert blinking at me from left to right then right to left, them inward in the red green yellow that I was so fond of then. Plus a couple months ago when my huge three foot long windshield crack suddenly disappeared and two days later my gapped teeth suddenly coming together. People can give each other the screw faced evil eye to stories like this until the stories seep into common knowledge and then it becomes a reality, and we all forget the great change we made. Just remember one thing, if you were to drop your great grand dad off in Denver now and show him around he just might have a heart attack or lock himself in a closet or pass out. Moral of the story, until people can say what they please in the land of the brave and home of the free, institutionalized education is nothing more that a variation of the 15 century Vatican, and of no use to people seeking the truth. And with the internet, if they don't start taxing us up the wazzoo for it, we are on the high road to a positive new age, woopty doo.

This is a tragic love story about a young man named Don Juan, his lover Haidee, and her Father Lambro. The poem starts out describing Don Juan's childhood. This line interested me: 'Dunces where whipt, or set upon a stool: The great success of Juan's education spurr'd her to teach another generation'. This line sounds like Byon thought that whipping kids was good education. Then Don Juan (and I think Lambro also) in a pyrat ship that sinks. Byron wins the grossest Romantic prize for vividly describing the dissection and consumption of the dead sailors. Because Juan is a good swimmer and he was lucky enough to have an oar to hold on to, he thinks he is the sole survivor. He is found by Haidee (the princess of the island) and her maid, and nursed back to health. Haidee and Don Juan fall in a love unbeaten by anyone, which Byron does a good job at explaining: ´´He woke and gaed, and would have slept again, but the fair face which met his eyes forbade those eyes to close...and she would softly stir his locks so curly, without disturbing her yet slumbering guest...thought daily service was her only mission...and saw each other´s dark eyes darting light into each other-and, beholding this, their lips drew near, and clung into a kiss...concentrating like rays into one focus, kindled from above...each kiss a heart-quake...as if their souls and lips each other beckon'd..as if there were no life beneath the sky save theirs, and that their love could never die....they were all in all to each other..they thought a language there...Juan and Haidee gazed upon each other with swimming looks of speechless tenderness, which mix'd all feelings, friend, child, lover, brother, all that the best can mingle and express when two pure hearts are pour'd in one another, and love too much and et can not love less'. Haille thought her evil pyrat father, who owned the island, was dead because she hadn't heard from him in a long while. And when he came back, she had finished her mourning and had started her new life with Don and wasn't expecting to see her father. When he woke her up, she screamed and Don Juan woke up and the crazy father grabbed his daughter so Juan wouldn't shoot him and shot Don Juan, who was carried away wounded in a ship back to Europe. Lambro is definitely a nut-case because of this line, where he talks about his feelings about finding his daughter in bed with a man after she thought he was dead: 'Few would bear such outrage, and forbear to kill'. That is a bit of an exaggeration. Hailee was so heart-broken that she died twelve days later. This is an unusual poem because the poet diverges on a few occasions to philosophize about what is going on with the story, and defend and explain why he is diverging. Here are some sentences that describe his personality: 'As boy, I thought myself a clever fellow, and wish'd that others held the same opinion; they took it up when my days grew more mellow, and other minds acknowledged my dominion...This is a liberal age, and thoughts are free. Meantime Apollo plucks me by the ear, and tells me to resume story here'. There are some lines in this poem that got me thinking; like this one: 'The love of women!... Their revenge is as the tiger's spring, deadly, and quick,and crushing; yet, as real torture is theirs, what they inflict they feel. they are right; for man, to man oft unjust, is always so to women; one sole bond awaits them, treachery is all their trust'. Here he tells how women are treated unjustly by men, yet have powers to make men feel very bad, as bad as men make them feel. Here is another interesting line: 'That wisdom, ever on the watch to rob joy of its alchymy.' Another degrading line to wisdom and old age. say By not having music sometimes you realize you like not having it, dig? Yea, thoughts don't have to be called.
a fact of live He wants to be humble, not always worrying about being a proper English boys, and he can roam anyway when he gets better about their ignorance (like cities and such) dreams are more developed than, a natural Indian love row he termed his huge canyon: 'T to man. With is shipmates and nearly his own ama in a much more subtle manner?ask where s? a do I think the aliens told him (just kidding). when the wind came. Why didn't without wenting from the journey thank god H without even having It... Praise, But when he told his daughter()s ,might subtle; a snake's small eye blinks dull From the class discussion it turns out that this poem is about a Lamia preying on poor Christabel and seducing her father; but if it was about anything else it would be about what I just said. only to the heights crack me up: this an optimistic poem. Plus, He talks of the o bad he thinks snakes are evil: ,and I agree but I think should as praying also. speaks well , speaking nd making sure it was OK 'F youth'?! My youth wasn't mild, but I know what he is talking about. present God) self'. and could hang out with them in heaven; a, who's main job of existence is For Coleridge to say this about Wordsworth: Shows a lot of respect. remember the past most vividly. ?,When he says, '; In for him dreamer are sheer opposite,'he means that dreams dream of the future, and poets describe the past and the present in the same sort of way that a dreamer would describe the future. of the Oceans at the same time;he is for poetry. own soul has to itself decreed', because he N tale of human life we'll read', beautiful the ideal life is. angel who is getting the most ouglorious fear', about whom Coleridge says: 'saying , i'm probably wrong, instead of just crazy archaic people This poem is very candoric,,,at he is saying. Compared to the other Romantics it is like he., i; in la la land. However, how , a. So his being in wacky land instead of Warchester valley could be. World to the heavenly spheres, which are: r related science with religion have any Here, you but forgotten stone! About time someone tells those our power Power ,which is soul's and God, the flesh This must talks about when ,of l the exquisite places he will visit like with snow surrounding it, a This have reached the bottom after the darkest of dark. in a different way their who on trips to other worlds. This counterpart is more negative, like lf; I have a couple of times; is experiencing. Her lover What happened in the end was the two lovers ran off into the distance. Through , like the one about Psyche not supposing to know about her secrets, i The shadowy though': is s He gives it when he says He means t from to a reconciliation with it: , Hermes, Keats' 'Free as the air' is what the slit eyes, and earnest look. I,,poem 's torment than a hermit's fast', hood, unable to stand alone'. Here is another one: e masculine and respectable'. 'T(to men) Some of the things she charged me of Martin Luther King's Letter From Birmingham, people, why my reasons why, 'to exists in Hollywood but in ,; s; it is amazing that s Here are s says accuses of that she probably gives examples for; like this one:'like men do for, physically , she said The dynamics of then the women, how they could be suppressed (as if it wasn't already obvious) ed by mistake in female frames', is another ridiculous thing that men said.she got are was to his relations'. Yikes! get into Dorothy Wordsword, Wordsworth Amazing years lived ,were a lot of mental diseases then the descriptions them; maybe it has something to do with their longer attention spans. To me i

as a corpse As if , read about; eat to tread that fairy ground'- '-, An impressive role have this poem instead of praising it; b As if he is saying,''- This poem is anti-male and about her dream of , the blinks o' your bonny blue yet ,her He had a very stupid wife, I wonder what percentage of the women were that dumb. he was eccentric and outspoken;s kicked out of England for two- with got married. I wonder if English people and thinks other people should be like that also, seems like an uncharacteristically badd ass understand how he could pity Venus frantically with love:and the more, one ray the less', i is how the 'Heart could forget'a love. neighbors',s and The last two stanzas, in a very sarcastic way, thing for young people to do. wasn't socially required to do; maybe he actually means what he says.tion, even though he is going inward way of looking at competition down on the hat of those below'. I would say: 'He who surpasses or re-influences mankind, gets to make the new rules'. Herman Hesse- I like Herman Hesse. What an eccentric individual. Trying to commit suicide, having to spend time in the insane asylum. I very melancholia man with a good heart. Narcissus and N and G was a very good book. I learned a lot of things from it. It was very good. I liked it a lot. Yes. I liked Goldman, as far as I am concerned he is the perfect person. He loves everyone and tries to make their life better: 'He (Goldmund) would have liked to become the personal servant of this pious man'. He tried to help Rebecca, he let Robert follow him around, even though he didn't really like him. He helped bury bodies in the plague. He didn't do anything selfish, he was a good man. Narcissus and Goldmund were polar opposites. Narcissus was the scientific minded scholarly priest, and Goldmund was the creative artist. Hesse brought to light the gifts and weaknesses of these two different kinds of people. Narcissus couldn't create, and Goldmund couldn't judge. Narcissus could find the relationships between things, and Goldmund created new paradigms. Goldmund's life was much more exiting, and painful; very intense; while Narcissus was very controlled and monotonous, but easy. These two men become friends with each other in the beginning of the book because they are so different and they thrive of the the fascination they have with each other. At the end of the book they completely realize how they are the embodiments of the two great opposite personalities who live symbiotically in the world; and they realize they aren't as different as they thought they were. Narcissus admits that his life is hard, and Goldmund admits his life is pointless. At the beginning of the book Narcissus is portrayed as the more knowledgeable, explaining to Goldmund how he isn't as good of a thinker as he is, which is a condescending and overly simple thing to say. But in the end he admits to Goldmund that he kind of envies him: 'My life has been poor in love; I have lacked the best of life...You give me your love in this moment when I have nothing left'. Goldmund especially loved women, and it was a love that greatly transcended sex. He was very spiritually connected to women. He had visions of his mother his whole life, and thought seeing her when he dies is like seeing god. He always thought of Rebecca, and he only talked to her briefly and never even touched her. He stayed with Rene until she died even though she was deformed with the plague and exposing him to it. He bent to the wishes of women, which men never did in those days. If everybody would have respected women the way Goldmund did, the world would have been a much better place. One point Herman Hesse may be making in this book is that the perfect person has the gifts of Narcissus and Goldmund. We all need to be able to create new paradigms for each other by doing new things nobody has done before, but we also need to be able to relate things together and judge and classify where we are at compared to each other so we don't bring things out of proportion and become excessively depressed or dangerously manic. Another point he could be making is that the different people of the world need to respect each other for their differences, because they show them a side of the world that they don't see very much and need to become aware of. That it is OK be fascinated with someone who is different, instead of looking to your own kind for support and entertainment. The world at that time definitely needed such a message. Goldmund is far closer to the human ideal than Narcissus because he is free and loves and lives hard. Narcissus is penned up in the cloister his whole life and is a domestic animal. Hesse doesn't paint a favorable picture for anybody in this book. He portays Goldmunds life to have a lot of pain and near death experiences, and Narcissus to be like a stagnant caged animal. Hesses' melancholy temperament does a good job of conveying the story in an objective light; so the reader can see the facts of the situation of themselves, and independently come to their conclusions about Hesses messages. I think this book did a good job at opening people's mind's to each other. The dynamics and societal rules and artistic and analytical, were brought up. The fact Arson. He loves everyone and tri he let Robert follow him around plague scholarly between's These two men beca friends beginning embodiments symbolically knowledgeable briefly before to someone definitely, very portrays Goldmund's stagnant caged animal.

There was deffinitely a precarious balance between affirmation and despair in Victorian England. One reason there was a lot of despair was because of all the technological advances coming for people who are understandably not prepared. The population increase coming before sewage systems is a perfect example. Another reason is a basic misunderstanding between the different classes and sexes. Women were in such a disrespected position for whatever reason, that have of the population was in a rut that they couldn't get out of. It was a time of as much turbulence as today, except there was a lot more evil. The five million witch massacres is a perfect example of this prevalent evil.
With artists being the 'eyes of the world', they charged themselves with the task of bringing to the world a sense of optimism; but they need to show us the despair in order to make the optimism powerfully affective on us.

Mary Wollstoncraft's Vindication of the Rights of Women, is the cannon for these eye opening pieces. Here she explains to men that women have gotten the shaft, and the reasons that they aren't fighting back. She admits to the different characteristics of the sexes; how women tend to inspire love more, and men feel a need to lead, but she quite diplomatically explains that these differences are taken way too far. She brilliantly sets a plan for the future. She says how the middle classes are the people to mimic, instead of the upper classes, which is a very progressive and brave thing to say: 'Addressing my sex in a firmer tone, I pay particular attention to those in the middle class, because they appear to be in the most natural state'. She explains how women as a whole are considered inferior, so they should strive to be more like men, both physically and mentally. Thing she says that women should do to gain more power are to drop meaningless language that inspire vain emotions that lead nowhere: 'These pretty superlatives, dropping glibly from the tongue, vitiate the taste, and create a kind of sickly delicacy that turns away form simple unadorned truth'. I find it startling that she feels a need to defend herself when she writes such obvious truths: 'I presume that rational men will excuse me for endeavoring to persuade them to become more masculine and respectable'. I liked this piece especially because she enlightened some disgusting facts about the plight of women: '...Will obtain for them the protection of man; and should they be beautiful, every thing else is needless, for, at least, twenty years of their lives'. Her paper is strewn with so many clarifications that I could write for ten pages on just this piece. My favorite observation of hers is one of her descriptions of a negative personality trait of women of that day: 'They dwell on effects, and modifications, without tracing them back to causes; and complicated rules to adjust behavior are a weak substitute for simple principles'. And she says that this is the fault of men because they don't encourage or even let women do any of the creating.

This paper has so many solutions to so many problems, that it is the winner of the balancing act between affirmation and despair.
Another English Romantic who conveyed good ideas and images concerning affirmation and despair was Lord Byron.

This man was well aware of the weaknesses of his culture, and cunningly reflected his knowledge. He came from tormented roots, so he had a first hand experience of life gone awry. He like to write tragedies, like Cain Sardanapalus, and Marino Faliero. He was a good man because he wrote about women in a positive light. She walks in beauty is a good poem because of these lines: 'And all that's best of dark and bright, meet in her aspect and her eyes. One shade the more, one ray the less, had half impaired the nameless grace'. But he still can't escape a line that could be classified as sexist: 'A heart whose love is innocent!' This is sexist because if you are innocent you haven't experienced life. He definitely is a melancholic poet, but he has good techniques to bring affirmation in with his statements that make him seem like for of a god than Venus; for example in the poem Written after Swimming from Sestos to Abydos, he says: 'Fair Venus! How I pity both!'And another affirmative sentence: '...And swam for love, as I for glory'. In this sentence in this poem: 'Sad mortals! thus the gods still plague you!' He is making a command for us to stop revering gods as all powerful, and start seeing ourselves as the ones in control. In his poem Stanzas for Music, there is no last sentence or stanza that brings us down, which is refreshing. His poem Darkness has a lot of lines that enlighten us to the ills of the society, like this one: 'Were chill'd into a selfish prayer for light'. This isn't the first time I have read about an English Romantic using the word selfish to describe his people. He means to say that they don't have shoulders to lean on with these lines: 'But with a piteous and perpetual moan, and a quick desolate cry, licking the hand which answered not with a caress-he died'. When he says: 'They slept on the abyss without a surge-the waves were dead; the tides were in their grave, the moon their mistress had expired before; the winds were withered in the stagnant air, and the clouds perished; the darkness had no need of aid from them-she was the Universe'. He is saying that nature isn't getting her fair share of love from men that she is giving to them. He declares the remedy to the problem, saying that it is love for each other in his poem So, we'll go no more a roving: 'Though the heart be still as loving...though the night was made for loving, and the day returns too soon'. I find it delightful that he uses the moon.

Another important Romantic poet who preached for freedom was Anna Laetitia Barbauld. She was fortunate enough to have a father who trained her as much as anybody could a son; so she was educated enough to know about the dynamics of the plight of women. Her poem The Rights of Woman is a poem about how women have been oppressed and must fight for their freedom.

'Resume thy native empire o'er the breast', means that women have a right to rule the world with their hearts as much as men do with their minds. It is very bold of her to say: 'Make treacherous man thy subject, not thy friend'. I can see her logic though; extreme affirmative action is necessary sometimes. When she says: 'That angel pureness which admits no stain; go, bid proud man his boasted rule resign', she means that women will triumph because god is on their side because they are pure like Jesus. This poem is very optimistic until the last two stanzas, where she says that women won't actually do all the things that she commands; and will fall for the false excuse: 'That separate rights are lost in mutual love'- that men and women's relationships are properly symbiotic because they both truly love each other. In her poem Life, she
really lays on the complaining of how women have been mistreated. By beginning with: 'Life! I know not what thou art', she begins the poem with a very serious note; but by ending it with, 'Say not good night, but in some brighter clime bid me good morning', makes it a very intense balancing act between affirmation and despair. What I like most about Mary Wolstoncraft and Barbauld is that their candor is the necessary ingredient to make these poems powerful, because they concern such important issues.

The ideas and images of Coleridge and Keats do the best job of tying all of these serious issues about the melancholy and confusion of Victorian England. Both of these men had very hard lives; Coleridge suffered a lifetime of physical pain, and Keats lived all of his adult life with a terminal disease that had already killed the rest of his family, except his father who was killed by an undisciplined horse. They knew what hardship was, and it was the same kind of hardship that plagued a lot of English of that age. Being ambitious poets, they knew what hard work was, and cold see the 'light at the end of the tunnel'; and they incorporated these two opposites into their poetry quite well.
Keat's main message was the need for us to soak up nature as much as we can- Smell all the flowers, hear all the sounds, see and classify all the colors, and remember all the dreams, because that is the true and most pure essence of life. Most of his poems are mostly descriptions of beautiful things, which is positive, but they all have a tinge of despair in them that is meant to send a message to the readers. For example, in his poem, Ode to a Nightingale, he describes how pure and beautiful the bird's life is; and how it is odd that it should be happier than him. I assume he is implying that English people put themselves through unnecessary pains caused by their over classification and needless worries about vain things. He opens the poem saying, 'My heart aches, and a drowsy numbness pains my sense, as though of hemlock I had drunk, or emptied some dull opiate to the drains'; which makes it clear that he knows that something is gone awry in his life. When he says, '...But being too happy in thy happiness', he is being sarcastic, implying that the bird is more happy that it should be and he is jealous. He enjoyed the whole experience with the nightingale, and when it flies away, he asks, 'Do I wake or sleep?'; he doesn't know which world is better, the dream world of the conscious world. As far as being affirmative goes, Keats is very subtle. Instead of saying something like 'I am great', like Lord Byron, he distances himself more and makes statements that people could contemplate while thinking about themselves. Here an example: 'Beauty is truth, truth beauty'. When he addresses negative things, he shows how they are an integral part of our reality, and deserve respect. For example, in his Odes on Melancholy and Indolence, he reveres them like gods, and declares his love for them: Concerning Melancholy- 'His soul shall taste the sadness of her might, and be among her cloudy trophies hung'. Concerning Indolence- 'The blissful cloud of summer indolence'. In his poem Lamia, he is making a political statement that these female fictional deities don't have to be evil like most people think. This is a good tactic to use to get people to not think witches have to always be evil. His Ode to Psyche, give points to females by revering a female deity instead of a male one like Thor. However, even Keats can't completely transcend sexism, as evident by this remark: '...And pardon that thy secrets should be sung, even into thine own soft-conched ear'. Here he is implying that she (because she is a woman) has the power of holding a lot of secrets, but they are merely to give her a shallow lovely flavor, and not meant to become mentally challenging, or analyzed by even HERSELF; as if she isn't (even being a goddess) intelligent enough to understand herself, but Keats is. In this poem he doesn't refer to her mind, but her feminine powers of creation ('...Who breed flowers, will never breed the same), and love ('...To let the warm love in!). However, Keats definitely was one of the more melancholious poets of the age, with almost all of his poems ending on a down note. For examples, here are the last sentences of some of his poems:

Why did I laugh tonight? No voice will tell- 'Verse, fame, and beauty are intense indeed, but death intenser, death is life's high meed'.
Bright star, would I were steadfast as thou art- '...Or else swoon to death'.

La Belle Dame sans Merci: A Ballad- 'Though the sedge is withered from the lake, and no birds sing'.

Sonnet to Sleep- 'And seal the hushed casket of my soul'.

Ode on Indolence- 'Vanish, ye phantoms, from by idle sprite, into the clouds, and never more return!'

Lamia- 'No pulse, or breath they found, and, in its marriage robe, the heavy body wound'. Lamia has a very powerful message on how we should treat women. In this poem he is saying that we should not judge a book by its cover. Just because she is a Lamia, doesn't mean that she will eat Lycius. But Keats, being the melancholia that he is, makes it a tragedy. In the poem Apalonius, a friend of Lycius, uses only his mind and not his heart (which most men of Victorian England did too much of), and did some very bad things to sabotage the lover's relationship. He crashed their wedding by exposing and slandering her: 'Lamia, what means this? Wherefore dost thou start? Know'st thou that man? ...Begone foul dream! Fool, Serpent!'. Because of this, his friend Lycius dies of a broken heart. The moral of the story is that we must judge each circumstance as unique to itself, and let go of all the stereotypes that we label every thing with. Victorian English people are notorious for overanalyzing each other and using their weaknesses to defeat each other; which is a lose lose situation, but they didn't realize it yet and it was up to the poets like Keats to bring these subtle truths to light in subtle and cunning way.

In his poem Spirit of St. Agnes, he tells a story of a woman who is undertaking a ceremony so she can see her future husband, and a young man comes in and woes her off with him. With the poem ending with, '...Ages ago these lovers fled way into the storm...', the moral of the story is that no matter how intense any story, it will mean nothing in a hundred years; so nothing is too eccentric or weird to happen.
Samuel Taylor Coleridge was another important poet because of his great ability to bring to light subtle realities that the people of his day needed to know in order to evolve. One reason he was one of the 'seminal minds of England' because of his relentless fight paint an affirmative picture of perfect places; places that he knew England could be like some day. In his poem, The Eolian Harp, he describes such a place, with: 'Rhythm in all thought, and joyance everywhere sunbeams dance like diamonds'. He was definitely precocious because he is the only man who directly declared that women are as smart as men and have been mistreated:

'But thy more serious eye a mild reproof darts, O beloved woman! nor such thoughts dim and unhallowed dost thou not reject, and biddest me walk humbly with my god. Meek daughter in the family of Christ! Well hast thou said and holly dispraised these shapings of the unregenerate mind'. He refers to these virtuous thoughts as being dim because they aren't decorated with vain superlatives, and the word gives a reason why such thoughts aren't in control at the time. As far as balancing affirmation and despair are concerned, his poem, This Lime-Tree Bower My Prison, shows a good progression of thoughts about not being able to walk about the fields with his friends because of an injury, but he realizes that he lives there and can do it any time, while his friends live in the city and cannot: 'My gentle-hearted Charles! for thou hast pined and hungered after nature, many a year, in the great city pent'. This poem is meant to make people want to leave the city for the country.
In The Rime of the Ancient Mariner, he quite intricately explains a trip that has gone awry because of the captains mistake of killing an Albatross that has befriended them. In my opinion he failed to attach a solid moral to this poem, but it basically is, 'don't disrespect nature, because you will be punished if you do'. If sexism and vainness aren't his weaknesses, that these are: his vagueness in messages concerning our relationship with free will and the powers that be. From Lime Tree Bower is my Prison, to The Rhyme of the Ancient Mariner, to Christabel he pounds into us the sense of helplessness that he feels because of his chronic illness. But he is was the best at explaining the melancholia of the time; especially with these lines from Dejection: An Ode: 'A stifled, drowsy, unimpassioned grief, which finds no natural outlet, no relief, in word, or sigh, or tear...the poor loveless ever-anxious crowd...but now afflictions bow me down to Earth hence, viper thoughts, that coil around my mind, reality's dark dream!'

In his poem, The Pains of Sleep, he explains the torment in his mind (that is caused by his society), verses the knowledge of his inherent power: 'Since in me, round me, every where eternal strength and wisdom are. Sense of intolerable wrong, and whom I scorned, those only strong!'. When he comes the strong, he is reprimanding the Priests, Bishops, Earls, and Kings. He says the problems are caused by their infatuation with degenerative competition: 'Fantastic passions! maddening brawl! and shame and terror over all!'. He gives the answer in the very end, it is love (acceptance and reverence for EVERYBODY): 'To be beloved is all I need, and whom I love, I love indeed'. Here he states the timeless fact that we ALL need love, and with out it we can't survive.

Coleridge is definitely a good hearted optimist who only wants peace and love; as shown in his poem, To William Wordsworth: 'Friend of the wise! and teacher of the good!...of smiles spontaneous (no fear of repercussion because of a smile)...a light bestowed-of fancies fair, and MILDER hours of youth Distending wide, and man beloved as man (man loved for being himself)...When from the general heart of human kind, hope sprang forth like a full-born deity! (we all share the same heart, and have the same goal). He says we should stop criticizing ourselves because it is unhealthy: '...To wander back on such unhealthful road, plucking the poisons of self-harm!' In a trusting way, he shows his characteristic bow to the supernatural here: '...Of thy communion with my nobler mind'. However, he says here that he is actually RELATED to a higher being; a part of it, hence, having nothing to fear'.

In his poem Constancy of an Ideal Object, he tells of how nature is eternal in beauty, so why can't human beings be?: 'Since all that beat about in nature's range, or veer or vanish, why shouldn't thou remain the only constant in a world of change'. He explains that his people aren't living productive enough lives, there is no meaning to life: 'Ah! loveliest friend! that this the mead of all my toils might be, to have a home, an English home, and thee! vain repitition! home and thou are one'. In his last sentence when he says: 'The enamored rustic worships its fair hues, nor knows he makes the shadow he pursues!', he is saying that by judging and putting each other down, we are only putting ourselves down, because if you breed that mentality, someone is bound to treat you the same way. But people aren't intelligent enough to figure that simple law of nature out.

I find his poem Epitaph amusing, because he show that he seems to have a complex about his fame; as if some people are jealous and thing he wrote poetry to get rich and famous. So he kind of defends himself: 'To be forgiven for fame...' Which shows how judgmental the people of those days in England were. And tells us, 'Do thou the same!'.

These Romantic poets were the most precocious and seminal minds of their day, as shown by their popularity, were of great influence and benefit to the collective mind of the western world. It is interesting that the poems with the most power were the ones that had at least as much complaining and melancholy as affirmative statements. It shows us the actual extent of the sickness of the minds of our ancestors; which can give us hope by showing us the great distance that we have come, subsequently inspiring us to believe that we can ACTUALLY move into the utopia that we all envision the future to

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The book that I am studying is The French Lieutenant's Woman, By John Fowles. This book has a lot of mythic motifs, as do most English novels. This was a classic courtly love story, because Charles was infatuated with Sarah the same way the moon was with Lycius. A lot of the courtly love rules were there. Women are purer than men- She was very innocent. Woman is spiritual teacher- Charles learned a lot from Sarah. Woman leads man but remains cold- Sarah made Charles fall in love with her, and then disappeared. And she wasn't exactly flirting with him when she first met him. By suffering, he becomes pure, gets thin, can't eat, worries that she doesn't like him, has fits, wears ring or scarf in her honor- When Sarah left him, he lost his life in England and went on a trip around the world. In the movie, he grew a beard and became jobless. The replacement for the scarf, was his constant search for Sarah. What Charles did for Sarah, is like what Jesus did for St. Teresa: '...By becoming weak and little, for love of me, he made me strong and brave; he put his own weapons (money) into my hands so that I went on from strength to strength, beginning, if I may say so, 'to run as a giant'. The sailor was like Jason and the Argonauts. Sarah not being allowed to walk in the same place every day relates to the Hebrews not being allowed out of Egypt. Sarah is like St. Teresa because she said: 'I have reached the point of not being able to suffer any more- because all suffering is sweet to me'. Sarah is so melancholic that she likes it too. This book has a lot of classic Catharsis in it, with this woman being treated so bad, and Charles losing his reputation. One way of looking at Sarah is like yeast. The small amounts of yeast that makes

that makes the bread rise is like Sarah being just one woman who shakes up an entire town by just being herself. This story fits to a tragedy pretty good too:

1) A tragedy is about a man/woman who is potentially great and good- Sarah would have been a good lover because she was so sensitive about it. Charles had compassion, so he would have been a good lover also. and also a good businessman with the tapestry shop, helping all the pilgrims.

2) The man/woman holds or achieves a high position in society- Charles was to be married into a very rich family and to be made a partner in a big tapestry company.

3) The man/woman has a downfall- Charles lost his reputation and partnership with the tapestry company.

4) The downfall is partly caused by a supernatural force over which he/she into conflict with an established law, taboo, moral code or custom- When Charles breaks his engagement to Tina, he breaks the taboo of breaking engagements. He loses his reputation, with Tina given the permission to print his acts in the local newspaper.

5) The downfall is also caused by a weakness or excessively strong character trait whoever which he/she should have control- Charles' excessive character trait was his infatuation with Sarah. Seeing what a good deal getting married to Tina was compared to Sarah, any normal man would have married Tina.

6) The downfall has magnitude (causes many other people to suffer too)- The other people who go down with Charles are all of his servants like Sam, because they have to get new jobs. Tina was shocked into a temporary sickness, and her father was disgusted into extreme discomfort. Also, all of the nosey townspeople who hear about this strange occurrence. And Mrs. Poultry and all of her subjects who new Sarah.

7) The downfall brings about wisdom or insight in either the main character or other characters or both.- The person who benefited the most was Sarah, because she got a paid ticket out of her monotonously melancholies existence, and learned that love is a reality and she could get it whenever she wanted. Charles benefited from the experience also, because he went on a trip around the western world and learned a lot of things. When he was reunited with Sarah, and excepted her, he proved to the both of them that he was true enough to make their love last.

8) The downfall rouses fear and pity for the main character (a mixed reaction) in the audience.- I felt a lot of pity for Charles, because he gave up everything for Sarah and she ditched him. I felt pity for Sarah because of her loneliness and traumatic reaction she had from the incident with the sailor. Main characters parallels with mythic gods and goddesses All gods have light side and dark side, like Artemis- The two main characters had dark sides. Charles was compassionate for Sarah, but was rude to Sam. Sarah was sensitive, but stood Charles up. Sarah's daily trips to the Ocean relates to Persephone's annual trips to the living world. Visiting the Ocean was like Persephone visiting the living world. Sacrifice- The parallels of sacrifice are as follows: The lamb was honored for its sacrifice: 'Worthy is the lamb that was slain to receive power and riches and wisdom and strength and honor and glory'. Charles sacrifices himself, and ended up winning a true, trusting, relationship. The ancient tendency for archaic religious people to be harsh with sinners, like St Leodegarius: 'Never having been softened by the joys of the flesh, he was strict in his treatment of sinners'. The word was very strict with Sarah and Charles. Similarities with water- Water was important in the bible and in the Book. From the bible: 'God's spirit hovered over water...Let their be vault to divide the waters'. Sarah's church was the ocean. The wanderer- Cane was the wanderer of the bible as Charles is the wanderer of FLW. Attitudes that Sarah has that are similar to biblical figures: - Paul said: 'You are not justified by observing the law, but faith in Jesus Christ Cursed is everyone who does not continue to do everything written in the law'. Sarah would agree with him, because she doesn't abide by any rules. Paul and Charles- Charles changed from a typical Victorian man into a humble lover of truth and honesty. Paul turned from a zealous Jewish man who persecuted the church of god, into a preacher for Jesus. Attitudes characters had about biblical stories and rules: Mrs. Poutney- 'As she lay in her bedroom she reflected on the terrible mathematical doubt that increasingly haunted her; whether the lord calculated charity by what one had given or by what one could have afforded to give'. This relates to Jesus saying that a rich person has the same chance to get into heaven as a camel has in fitting into the eye of a needle. Loyalty to your group- The Hebrews circumcised themselves, as the cockneys deliberately spoke a certain way: 'But his wrong a's and h's were not really comic; they were signs of a social revolution, and this was something Charles failed to recognize'. The relationship between high classes and low classes- In the bible, the Egyptians were condescending and evil to the Hebrews, and the same is true for the rich people of England: '...The frigid barrier so many of the new rich in an age drenched in new riches were by that time erecting between themselves and their domestics'. The Egyptians didn't let the Hebrews out of Egypt, because they needed them to sustain their lives, as Charles did: 'He could not have imagined a world without his servants'. The Hebrews and the English have a lot of rules- With Charles' case: '...The methodically of the Victorians Where, one wonders, can any pleasure have been left? How...cn any pleasure have been left? How, can he not have seen that light clothes would have been more comfortable? That a hat was not necessary? That stout nailed boots on a boulder-strewn beach are as suitable as ice skates? Paul explains the same problems that can happen by blindly following cultural laws: 'Again i declare to every man who lets himself be circumcised that he is obligated to obey the whole law. You who are trying to be justified by law might ave been alienated from christ; you have fallen from grace'.

Mrs. Poultny was like

I'm the teacher, but humble. I just say what I gotta say. I'm jot special, I just want to know just like you, wanna help you help me, I know things, not everything, tell me tell me, secrets suck! I studied hard I care, I'm happy and good. Yea love! love! Everything. But not non love. How could you love non love? Everybody loves me everybody loves me, everybody loves me everybody loves me. I'm frantic? fervent! Yea! Ooah ah! Savior of the Universe! I'm Humble! No?! Then slap me down, if it makes you feel any better, but it won't. No all that'll make you feel better is lovin me, loving me, everybody, everybody loves me. i love your hair glistening in the wind I love being with you I love talking to you I love looking in your eyes, I love you jokes, songs. 'Oh lal la I like preaching religion because its the one thing we all get emotional and have opinions. I could never get used to it. I'm a teacher, full on preacher, not so special, just a everyday wrestler with tha truth, baby were in our youth helpin me help you I got knowledge want to use it, full fledge , so what's up secrets Hard core I got tha score, ain't no bore 4 4 on tha floor, give more more, 1 2 3 4 open the door

I was fortunate enough to do my practicum work in many different settings: Durango high, Ecalante middle school, that focus school on third street, and New Vista high school in Boulder. The teachers in all these places seemed to enjoy their jobs more than average, and most were veterans.

I asked four teachers what their life was like outside of school. The oldest of whom, a 13 year veteran named Susie, said that she didn't really do any work away from school and feels she has enough time for her children. She said she usually goes home around five o'clock.
Susie's assistant teacher Kim, who is in student teacher status but is getting paid for taking responsibility for a multiple sclerosis child, said the same thing. Kim was in the process of getting her masters and had previous teachers to work under and said one teacher put all of the responsibility on her which was stressful and unpleasant.

Vonnie Walker said she never likes to take her work home, so she is usually doing it at school until five.
The most interesting interviewee I had was a woman who was substituting a class that I was observing. She said she quit teaching after three years because she voluntarily took on too many responsibilities and burned out and got too emotionally involved in the lives of her students, so she started a store. When I asked her if she ever intended on taking up teaching again, she said she might but in a small mellow school. I told her I heard rookie teachers are in danger of being fired if they don't take up the loose ends; and she said they are encouraged for the sake of experienced.
It doesn't seem like teaching is as hard of a job as it is portrayed by my teachers at Fort Lewis. I expect to be up to my ears in work seven days a week for my first year, but after that I think I could get away with having the evenings and weekends to myself.
The main thing I learned from my practicum work is that I want to study all the things that I have wanted to learn but haven't had the chance because of school. I don't want to be another teacher who can't answer the non academic questions that students ask. I want to be a teacher not just for the paycheck and three months off, but so I can preach my mind to young innocent minds. I plan to ride my bike across Tibet and then be an ultra distance mountain bike racer, spending my spare time reading and writing on what interests me: Health, politics, history, cutting edge things, technology, etc., not to mention my grammar.
The second most important thing I learned as a practicum student is the relationship between students and teachers. Being a practicum student at New Vista high school I felt half adult-half kid. For the first time since graduation I felt separate from high school kids. This might be because the kids at this high school are the social cast outs of Boulder all assembled in the same place a fifth the size of my high school, or because I cared to communicate more than I did in high school; but I felt like the kids weren't as outgoing to me as they would have have been if I was their age. When I asked them questions about what they were doing, they just briefly answered me, but didn't try to repel me which made me feel comfortable. Teachers have respect from kids, so they seem to be able to ask and tell them anything without fear of being judged in a way that might hurt them in any way, almost as if the kids are living intelligent guinea pigs to try any experiment with that the teacher may see fit, which really excites me.
The third thing I learned was that teachers are normal people. When I was in high school I had the impression they were all control freaks both in and out of school; basically not normal people. From observing the practicum hours I analyzed the teachers discipline techniques from a more adult, objective standpoint, which both confirmed and corrected the ideas I had as a child. Vonnie Walker did a great job at making sure her Middle School students acted responsibly, but Susie could have done it a lot different. I like Susie a lot and think she is a great teacher, but she gets too angry with mischievous kids. I didn't tell her because I didn't feel like I was with her enough, and didn't have the motivation or didn't think about it at the right time, but I think it is possible to effectively stop a kid from doing destructive things by telling them to their face as if they are a peer. A boy named Dirk sabotaged a spelling computer and Susie got mad, but I don't think she ever explained to him why and how what he did was wrong. Once he got mad and yelled and I said 'You need to work on your temper' and he said 'I know'. Some of the teachers I had as a kid would have kicked him out of the class or yelled at him or something else immature.

The fifteen hours I did at Escalante Middle school reminded me of my Junior High experience because the building and the kids looked the same. Vonnie Walker and the other teachers I met there were a lot better than the Junior High teachers I had. It seemed like she respected them, I was always getting embarrassed in front of the whole class for breaking rules I didn't even know existed. The first couple of days after Vonnie's class I observed a science class next to her. One day they shot off a rocket made by some of the kids in the class, which seemed kind of pointless because they had shot a lot of them before and everybody knew what was going to happen. If I was the teacher I would have said, 'Do we really want to shoot Billy and Susie's rocket today'. I asked some girls if they liked the teacher (who was a semester long substitute), and they said they didn't at all because she wasn't dynamic at all and basically just let the kids do whatever they wanted. I find that response encouraging because it shows the kids think. If I would have been one of the kids in that class I would have said I liked her because she was easy and didn't bother us.
One day Vonnie and her team teacher had a science fair day were kids figured out computer puzzles, crossword puzzles, mazes, riddles, and other clever games relating to science and math. I tried a few of them and had a hard time. I was impressed that these little kids had two hours to complete all of these tasks that I would have had trouble doing; of course they spent the whole semester preparing for these tests.
Another day two police officers brought two German Shepards and lectured about them for three or four classes in a row. It was very interesting seeing how these inexperienced speakers modified their presentations. One of the many modifications the officer made was the first two times the officer had the volunteer child rub his/her hands through their scalp before they touch their finger to the paper for the finger printing demonstration, but the third time he realized this was not needed and didn't have the child do it. I watched Vonnie teach the same thing two two and three times in a row and I was impressed by how consistent the little lady was; I was like, 'wow, and I will be like that one day'.
One day I watched a lecture the librarian gave on how to use the computers, but I had trouble staying awake during it. I think they should be taught to use the computers by being assigned

given assignments to complete and let the smart kids help the s lower kids. I think teachers take introductions too far and needlessly bore the kids to sleep.
Another day I observed a parent teacher conference for a young girl. They talked about how she was very smart but didn't apply herself. how she hangs out with a punk on the south side who is four years older than her and the father had to threaten him to stop hanging out with her and how they wanted to move to a better neighborhood in Bayfield; which didn't sound very logical to me because of the drive. I was surprised by how personal the father got with the teachers, he really trusted and believed in them. I was also impressed by the teachers knowledge about the girl. I would have been flattered if I had observed a meeting like that between by my parents and my teachers when I was 14.

I was fortunate enough to do my practicum work in many different settings: Durango high, Ecalante middle school, that focus school on third street, and New high school in Boulder. The teachers in all these places seemed to enjoy their jobs more than average, and most were veterans. I asked four teachers what their life was like outside of school. The oldest of whom, a 13 year veteran named Susie, said that she didn´t really do any work away from school and feels she has enough time for her children. She said she usually goes home around five o'clock. Susie´s assistant teacher Kim, who is in student teacher status but is getting paid for taking responsibility for a multiple sclerosis child, said the same thing. Kim was in the process of getting her masters and had previouse teachers to work under and said one teacher put all of the responsibility on her which was stressfull and unpleasant. Vonnie Walker said she never likes to take her work home, so she is usually doing it at school until five. The most interesting interviewee I had was a woman who was substituting a class that I was observing. She said she quit teaching after three years because she voluntarily took on too many responsibilities and burned out and got too emotionally involved in the lives of her students, so she started a store. When I asked her if she ever intended on taking up teaching again, she said she might but in a small mellow school. I told her I heard rookie teachers are in danger of being fired if they don´t take up the loose ends; and she said they are encouraged for the sake of experienced, but aren't irresonably threatened. It doesn't seem like teaching is as hard of a job as it is portrayed by my teachers at Fort Lewis. I expect to be up to my ears in work seven days a week for my first year, but after that I think I could get away with having the evenings and weekends to myself. The main thing I learned from my practicum work is that I want to study all the things that I have wanted to learn but haven't had the chance because of school. I don't want to be another teacher who can't answer the non academic questions that students ask. I want to be a teacher not just for the paycheck and three months off, but so I can preach my mind to young innocent minds. I plan to ride my bike accross Tibet and then be an ultra distance mountain bike racer, spending my spare time reading and writting on what interestests me: Health, politics, history, cutting edge things, tecnology, etc., not to mention my grammar.
The second most important thing I learned as a practicum student is the relationship between students and teachers. Being a practicum student at New Vista high school I felt half adult-half kid. For the first time since graduation I felt separate from high school kids. This might be because the kids at this high school are the social castouts of Boulder all assembled in the same place a fifth the size of my high school, or because I cared to comunicate more than I did in high school; but I felt like the kids weren't as outgoing to me as they would have have been if I was their age. When I asked them questions about what they were doing, they just briefly answered me, but didn't try to repel me which made me feel comfortable. Teachers have respect from kids, so they seem to be able to ask and tell them anything without fear of being judged in a way that might hurt them in any way, almost as if the kids are living intelligent guinee pigs to try any experiment with that
the teacher may see fit, which really excites me. The third thing I learned was that teachers are normal people. When I was in high school I had the impression they were all control freaks both in and out of school; basically not normal people. From observing the practicum hours I analized the teachers discipline techniques from a more adult, objective standpoint, which both confirmed and corrected the ideas I had as a child. Vonnie Walker did a great job at making sure her Middle School students acted responsibly, but Susie could have done it a lot different. I like Susie a lot and think she is a great teacher, but she gets too angry with mischevouse kids. I didn't tell her because I didn't feel like I was with her enough, and didn't have the motivation or didn't think about it at the right time, but I think it is possible to effectively stop a kid from doing destructive things by telling them to their face as if they are a peer. A boy named Dirk sabataged a spelling computer and Susie got mad, but I don't think she ever explained to him why and how what he did was wrong. Once he got mad and yelled and I said 'You need to work on your temper' and he said 'I know'. Some of the teachers I had as a kid would have kicked him out of the class or yelled at him or something else immature.

I wasn't taught to think for myself. Growing up in class, I felt very suppressed, it shouldn't be that way. Kids need to be encouraged to express their thoughts in school, and the only way to do that with any results is to encourage them to feel totally free. Meaning a complete disregard for their dressing, attitude, language, facial expressions. School is not the place to teach kids about out cultural mores, parents should do that. Have you ever heard the term, spreading yourself too thin? The only thing schools should preoccupy themselves with are: Learning how to learn. Everybody wants to know why it is, but we are tricked into thinking that it is no use, because if we don't learn it in school and at home from our parents why bother. Schools should kick out sentence structure, how to write a proper footnote page, and subjective teacher opinions, and all those other things that patronize kids. If a kid shows interest in head shrinking, help them research it. Research papers should be the primary focus of schools. Kick math out, we have computers to figure all that shit out. Teachers need to be unassuming. Don't let a kid know that you have a negative opinion about them.

cheat sheet
Early period time of troubles- 1830-48
middle period, economic prosperity and religious controversy- 1848-70
'children moving away from their parents to 'unchristian and unphilosophic spiritualism'.
late period- 1870-1901
the nineties- earnestness, respectability, and the evangelicals
oscar wilde
main stream-1830-70
'victorians preoccupied with fallen woman as much as maiden or wife'
'The status of liberty was the main theme'
'1844 Freidrich Engel's- 'England is freer than America'
'women did grueling factory jobs'
women didn't get vote until 1918
1848 first women's college in London
love was a big theme
150,000 people in theatre in any given day in london.
class standing a big deal
Mathew arnold- nostalgic, weary, confused, unsure, hopeless
Stanzas from the Grande Chartreuse- This poem is about wandering between two worlds, One dead one
powerless to be born. The students are trying to learn new things.
To Margarite (1852)- all about estrangement.
Dover Beach (1867)- About estrangement. 'let us be true to one another!'
Wilde- portrayed men and men more than women and men.
women as frivolous
Geology- became popular in 1830 by yell's principles of geology.
1859- origin of species
preraphaelites-1848-55
TIMELINE
early period
Thomas Carlyle- 1795-1881
John Henry Cardinal Newman-1801-1890
John Stewart Mill-1806-1873
Browning, Eliza, Tennison, Fitzgerald, Robert Browning, Emily Bronte, John Ruskin, arthur hugh clough, George
Eliot 1819.
Middle period- Arnold 1822, Huxley (1825), Meredith (1828), Dante Rossetti (1882), Christina Rossetti (1830),
Morris (1834), Swinburne (1837)
Late period- Pater (1839), Hopkins (1844), Lewis Carroll (1832)

1890- Agnostic and Christ.
'Agnostic is just as sincere and well learned clerical opponents'.
Tennison on women in Locksley hall, 1842- Woman's pleasure, woman's pain, nature made them blinder
motions bounded in a shallower brain, woman is the lesser man...'. I'll take a savage woman.
50,000 prostitutes in london, 1/10 unmarried women in England.
rich women couldn't walk around without a chaperone.
Dramatic Monologue- the speaker is a character.
Caricature- underdeveloped character.
Decadence- A group of writers and artists in france and england who seemingly held that art is superior to
nature. art for art's sake.
Huxley- Humans are admirable for being able to separate from nature. Science buff.
'Literature is for criticism'.
He says people say: 'If man is too close to nature they are in contact wit Satan