Who vs whom
This is one of those silly little grammar things that I've never gotten the hang of. I don't remember ever having it explained before. This site has the best and most simple explaination I've come across. Basically if you could replace the word with he use who, if you could replace it with him use the word whom. It seems completely obvious. Why did none of my English teachers ever explain this before?
Thursday, April 9, 2009
Presentation Research
Here is some of the research I've got for our presentation on medical malpractice. These are just the titles and abstracts. I have the entire articles on my computer so we can access them anytime we need to.
Why isn't the medical profession policing itself?
How far should a nurse go when disagreeing with MD orders or treatment decisions? In the first case, a 7 1/2-month-pregnant 26-year-old woman arrived in ER with nausea, vomiting, and abdominal pain. She was sent to the OB unit and assessed by a RN. The patient's obstetrician was called and ordered laboratory tests, medication for nausea, and IV fluids. When test results were called to the MD, who was also informed of the patient's extreme pain, she diagnosed a urinary tract infection and ordered antibiotics and discharge. Shortly thereafter, the nurse again notified the MD of the patient's pain and questioned the discharge order. Morphine was ordered and the discharge order upheld. The RN suggested that a resident on duty see the patient and notified her supervisor of her concerns. The patient, who was discharged without being examined by a MD, was admitted 4 hours later with a perforated appendix, developed complications, and died 19 days later. The husband brought suit for medical malpractice against the MD and the hospital. The MD settled, but the hospital went to trial, lost, and appealed. The appellate court affirmed the judgment, finding "negligence of the hospital, acting through its employees, was not superseded by the negligence of the...physician." While the RN did report her concerns to the supervisor, it is unclear what, if any, action the supervisor took. In similar circumstances, the nurse should report the event up the chain of command to the hospital chief executive if necessary.In the second case, a charge nurse assessed an admitted patient to have a life-threatening infection, toxic shock syndrome. When the anticipated antibiotics were not ordered, the nurse repeatedly reported the situation to the Director of Nurses (DON) who instructed the nurse to "document, report the facts, and stay out of it." Following reporting protocol, the nurse later discussed the situation with the chief of medical staff. Appropriate action was taken but the patient died. The DON informed the hospital administrator that the nurse had offered to obtain medical records for the patient's family and had made a statement that the patient's physician was "paving her way to heaven." The administrator directed that the nurse be terminated. The termination letter stated cause for dismissal as statements that were untrue, detrimental to the hospital and medical staff, and exhibiting lack of support. The nurse filed for wrongful discharge. The circuit court granted the hospital's motion for summary judgment based on the employment-at-will doctrine. The appeals court reversed the decision and remanded the case for trial, holding that a public policy exception existed and the Nurse Practice Act provided a clear mandate for a "public policy that requires a duty on nurses to provide the best possible care for their patients." The court noted that failure to act in the best interest of the patient could be viewed as incompetence, gross negligence, or misconduct and subject to disciplinary action by the State Board of Nursing.
COCA Conference Call – A “Never” Event: Unsafe Injection Practices (March 27, 2008)
Calls for the accessibility of the National Practitioner Data Bank particularly to consumers who want to check on the involvement of their doctors in malpractice suits. Malpractice judgments and settlements below $30,000; United States General Accounting Office report; Proposed limitations on data bank by the American Medical Association.
Tuesday, April 7, 2009
More medical malpractice
Here is a link to an extensive paper about medical malpractice that might be helpful for our presentation.
Monday, April 6, 2009
Academic Success Workshop, Time Management
This was one of the first workshops of the semester and as a returning adult student who has been away from the academic scene for MANY years it was very helpful. The most important thing I learned was how to prioritize my life. I can't be everything to everyone all of the time. It's ok for me to say "no" when people ask for my time, infact it is often neccissary. My kids have learned that if mom is in the office she's doing homework and you don't bother her. Procrastination and organization are also points we discussed that I have have trouble with. If I'm struggling with something it's always easier to find something else to distract me and I'll find myself up til midnight the day before an assignment is do. As I've progressed through the semester my organizational skills are slowly improving and I have lists of things to do all over the house. Maybe by the time I finish my degree, four years from now, I'll have this all figured out.
Tuesday, March 31, 2009
My Proposition
Concurrent enrollment partnerships provide many benefits not only to high school students but also state finacial aid funds and the job market. Advanced students have the opportunity for rigorous postsecondary academic challenges in their own supportive high school environment and are evaluated with multiple and varied assessments, as opposed to one high-stakes test such as the ACT. Students may complete college earlier, saving the state both financial aid for funds for the student and support for the college. Studies have shown that concurrent enrollment increases the rigor of secondary education, strengthens the links between the secondary and post secondary education systems and can motivate students by making them familiar with college settings and courses. Students enrolled in concurrent enrollment programs are more likely than their peers to earn a high school diploma, and more likely to enroll full time in a four year institution, which generally leads to better outcomes in college. Once enrolled in college these students are more likely to stay enrolled and to have significantly higher grade point averages. A student who takes career-technical course work may also fulfill college certificate requirements. With these opportunities high school students have the ability to graduate with an Associates Degree or certificate, or at the very least complete their college degree sooner, and thus be able to move into the job market earlier with better skills.
Likewise partner schools reap the benefits of concurrent enrollment and Advanced Placement courses. High school instructors are provided with ongoing professional development led by college and university faculty. A.P. courses create spill over effects that raise the bar throughout partner schools, even in non A.P. courses. These partnerships also foster networks among secondary and post secondary educators that help provide a seamless transition for students as they move from high school to college. The advantages these programs offer to partnership schools are significant. These improvements are a benefit not only to A.P. and concurrent enrollment students but to the entire student bodies of the high schools and colleges that they attend.
Students from a broad spectrum of backgrounds benefit from enrolling in college courses while still in high school. According to the National Center for Education statistics all 50 states now offer concurrent enrollment programs. Over 680,000 high school students in 72% of America’s public high schools took concurrent enrollment courses in 2002-03. Concurrent enrollment opportunities increase student access to alternative venues for learning, which are lacking in many rural areas. Students who function better in the less structured environment of colleges often find appropriate courses in colleges. Access is available to a broad range of students when college courses are placed within high schools. Dixie State College, in conjunction with local area high schools, currently offers several options for the student who wishes to take advantages of accelerated learning opportunities. One of these options is concurrent enrollment. Concurrent enrollment allows high school students to be released from one or more class periods to attend college courses which provide credit for high school and college. The advantages of accelerated learning are obvious. High school students are able to earn high school and college credit simultaneously, allowing them to complete a college degree far quicker than can be done other wise.
Likewise partner schools reap the benefits of concurrent enrollment and Advanced Placement courses. High school instructors are provided with ongoing professional development led by college and university faculty. A.P. courses create spill over effects that raise the bar throughout partner schools, even in non A.P. courses. These partnerships also foster networks among secondary and post secondary educators that help provide a seamless transition for students as they move from high school to college. The advantages these programs offer to partnership schools are significant. These improvements are a benefit not only to A.P. and concurrent enrollment students but to the entire student bodies of the high schools and colleges that they attend.
Students from a broad spectrum of backgrounds benefit from enrolling in college courses while still in high school. According to the National Center for Education statistics all 50 states now offer concurrent enrollment programs. Over 680,000 high school students in 72% of America’s public high schools took concurrent enrollment courses in 2002-03. Concurrent enrollment opportunities increase student access to alternative venues for learning, which are lacking in many rural areas. Students who function better in the less structured environment of colleges often find appropriate courses in colleges. Access is available to a broad range of students when college courses are placed within high schools. Dixie State College, in conjunction with local area high schools, currently offers several options for the student who wishes to take advantages of accelerated learning opportunities. One of these options is concurrent enrollment. Concurrent enrollment allows high school students to be released from one or more class periods to attend college courses which provide credit for high school and college. The advantages of accelerated learning are obvious. High school students are able to earn high school and college credit simultaneously, allowing them to complete a college degree far quicker than can be done other wise.
Friday, March 27, 2009
Grammar post #10 Irregular verbs
No wonder the English language is so hard for people to learn!
Do you even know the difference between a regular and irregular verb?
The difference between a regular and an irregular verb is the formation of the simple past and past participle. Regular verbs are dependably consistent—the simple past ends in ed as does the past participle.
Irregular verbs, on the other hand, can end in a variety of ways, with absolutely no consistent pattern.
The two most common errors made when using irregular verbs are to add and incorrect ed to then end of a word or, interchange the simple past and past participle.
Angie feeled like shopping yesterday, so she putted on her favorite shoes and drived to the mall where she buyed so much clothes that they wouldn't fit in her car.
This sentence gives examples that most of us know are obviously wrong but to someone trying to learn the English language how would they know?
This site lists many irregular verbs and how to use them.
Do you even know the difference between a regular and irregular verb?
The difference between a regular and an irregular verb is the formation of the simple past and past participle. Regular verbs are dependably consistent—the simple past ends in ed as does the past participle.
| Infinitive | Simple Present | Simple Past | Past Participle | Present Participle |
| to laugh | laugh(s) | laughed | laughed | laughing |
| to start | start(s) | started | started | starting |
| to wash | wash(es) | washed | washed | washing |
| to wink | wink(s) | winked | winked | winking |
Irregular verbs, on the other hand, can end in a variety of ways, with absolutely no consistent pattern.
| Infinitive | Simple Present | Simple Past | Past Participle | Present Participle |
| to drive | drive(s) | drove | driven | driving |
| to feel | feel(s) | felt | felt | feeling |
| to put | put(s) | put | put | putting |
| to swim | swim(s) | swam | swum | swimming |
The two most common errors made when using irregular verbs are to add and incorrect ed to then end of a word or, interchange the simple past and past participle.
Angie feeled like shopping yesterday, so she putted on her favorite shoes and drived to the mall where she buyed so much clothes that they wouldn't fit in her car.
This sentence gives examples that most of us know are obviously wrong but to someone trying to learn the English language how would they know?
This site lists many irregular verbs and how to use them.
Saturday, March 21, 2009
Grammar post #9
For my post this week I chose to discuss run-on sentences.
This is a problem I constantly struggle with because I want to cram as much information in as possible into my sentence.
A run-on sentence consists of two or more main clauses that are run together without proper punctuation.
This may be ok when speaking because pauses in speech and changes in tone can give emphasis and keep things clear. When writing though it is much harder for a reader to understand what we are trying to say. Even a technically correct sentence can be much easier to understand if it is broken into shorter, more concise sentences.
I have learned to reread my writing specifically looking for run on sentences or sentences that need clarification.
This is a fun game to help learn to recognize run on sentences.
This is a problem I constantly struggle with because I want to cram as much information in as possible into my sentence.
A run-on sentence consists of two or more main clauses that are run together without proper punctuation.
This may be ok when speaking because pauses in speech and changes in tone can give emphasis and keep things clear. When writing though it is much harder for a reader to understand what we are trying to say. Even a technically correct sentence can be much easier to understand if it is broken into shorter, more concise sentences.
I have learned to reread my writing specifically looking for run on sentences or sentences that need clarification.
This is a fun game to help learn to recognize run on sentences.
Thursday, March 19, 2009
Complications
First I have to say, "Thank you, Chelsi for giving us something interesting to read!" This is the first time this semester that I've actually enjoyed the assigned reading from any of my classes. I had to make myself put it down and read my History text.
I have been on the patient end of the medical profession more times than I care to count. It was interesting to things from a doctor's view point, and refreshing that he spoke so candidly about things that the medical profession as a whole tries to keep quiet. If all doctors (and patients) were that honest the health care system in this country would be a lot better off.
When I first started reading the book I was impressed with how well Atul Gawande switched from one writing style to another. I would be reading a page and think, "Wait a minute, he just switched from narrative to ethnographic there." and he did it so well, it didn't lose flow or cause confusion.
After a while I just read it because it was interesting and quit watching for all of the different writing styles. I have less than 30 pages left to go and will probably read it again before the semester is over.
So once again, Thank you Chelsi.
I have been on the patient end of the medical profession more times than I care to count. It was interesting to things from a doctor's view point, and refreshing that he spoke so candidly about things that the medical profession as a whole tries to keep quiet. If all doctors (and patients) were that honest the health care system in this country would be a lot better off.
When I first started reading the book I was impressed with how well Atul Gawande switched from one writing style to another. I would be reading a page and think, "Wait a minute, he just switched from narrative to ethnographic there." and he did it so well, it didn't lose flow or cause confusion.
After a while I just read it because it was interesting and quit watching for all of the different writing styles. I have less than 30 pages left to go and will probably read it again before the semester is over.
So once again, Thank you Chelsi.
Sunday, March 8, 2009
Survival Grammar with Jo Ann Secrist
When I attended the Survival Grammar lecture last Thursday I was struggling with my review essay and was hoping for some great revealing insight to help me with my writing. I was sorely disappointed.
I quick glance through her hand out showed me that the "secret" to writing that she made such a big deal about was the same things we've gone over in class.
By the time I had sat through half of the lecture I had determined that my time would have been better spent at home working on my essay.
Jo Ann seemed to be very full of herself and was constantly going off topic to brag about her accomplishments. When the forum host, Dave Zundell, gave her the "five minute warning" she had only covered about half of the material in the hand out.
Over all I'd have to say what a complete waste of my time.
Hopefully the "How to Write Essays" forum next week will be more helpful.
I quick glance through her hand out showed me that the "secret" to writing that she made such a big deal about was the same things we've gone over in class.
By the time I had sat through half of the lecture I had determined that my time would have been better spent at home working on my essay.
Jo Ann seemed to be very full of herself and was constantly going off topic to brag about her accomplishments. When the forum host, Dave Zundell, gave her the "five minute warning" she had only covered about half of the material in the hand out.
Over all I'd have to say what a complete waste of my time.
Hopefully the "How to Write Essays" forum next week will be more helpful.
Monday, March 2, 2009
Art review
The wood carving, Cherished Memories of Grandma, by Darwin Dower is impressive because of it's realistic appearance, great detail and it's accurate portrayal of what we remember of our grandmothers.
As you walk by the glass case enclosing this exhibit you see what appears to be an old telephone, a small stack of books, a pocket watch, and a pair of glasses all resting on a beautiful white doily. I assumed that it was a nice little display of things that reminded the artist of his grandmother. When someone pointed out to me that it was actually a wood carving I was quite surprised.
It is easy to see that the artist spent a lot of time on this carving. There is an intricate lace doily with yellow sunflowers where you can see the individual crochet stitches. The edges of the books are worn and frayed with the fibers of the binding exposed. "Grandma's" glasses have the tiny scroll work on the ear pieces, typical of the old tortoise shell glasses of the forties and fifties. Even the old telephone has the manufacturer and phone company name carved into the base so perfectly that it looks as though it was machine stamped.
I can just picture the display table sitting in the corner next to my own grandmother's rocking chair, her cherished book and glasses carefully set aside when she got up to answer the door or check on the bread baking in the oven.
As you walk by the glass case enclosing this exhibit you see what appears to be an old telephone, a small stack of books, a pocket watch, and a pair of glasses all resting on a beautiful white doily. I assumed that it was a nice little display of things that reminded the artist of his grandmother. When someone pointed out to me that it was actually a wood carving I was quite surprised.
It is easy to see that the artist spent a lot of time on this carving. There is an intricate lace doily with yellow sunflowers where you can see the individual crochet stitches. The edges of the books are worn and frayed with the fibers of the binding exposed. "Grandma's" glasses have the tiny scroll work on the ear pieces, typical of the old tortoise shell glasses of the forties and fifties. Even the old telephone has the manufacturer and phone company name carved into the base so perfectly that it looks as though it was machine stamped.
I can just picture the display table sitting in the corner next to my own grandmother's rocking chair, her cherished book and glasses carefully set aside when she got up to answer the door or check on the bread baking in the oven.
Friday, February 27, 2009
Answers to Fiat questions
I'm actually going to answer a few questions from the paper we did in class today. Mostly because there were a couple that were really easy for me and didn't require much research.
The first question was, "Who makes them?"
Fiat is a brand of car just like Ford, GM, or Chevy. So Fiat cars are made by Fiat. There are a few places where they have partnered with other manufactures so I guess you could say that some of them are made by Peugeot, Suzuki, Nissan, India's Pune, and China's Nanjing. That is not unheard of in the automobile industry so the same could be said of many makes of cars but, we still call a Ford a Ford, not a Mazda (www.fiat.co.uk).
The second question was, "Why do they say Fiat?", which I assume asks where the name came from.
The Fiat company is currently named Fiat SpA (not sure what the SpA stands for but I plan to find out) When the company was first formed it was F.I.A.T, which stood for "Fabbrica Italiana Automobili Turino" (acronyms.thefreedictionary.com). With the help of the online site "babelfish"I was able to translate this to, Italian automobile factory in Turin.
The last question was, "Where are they made?"
This took a little more research and was the most interesting for me to find out. I had thought that Fiat was a mostly defunct car manufacturer that had maybe one or two plants around the world. If they're no longer available in America they can't be big right? Wrong. As recently as 1997 Fiat was the 6th largest automobile manufacturer in the world ("The Wall Street Journal"). They have factories on all but three of the seven continents, including six in Italy alone(www.fiat.co.uk). They are currently in negotiations with Chrysler to manufacture and sell the Fiat 500 here in the United States as early as next year .
The current manufacturing plants are:
Tychy, Poland (Where they currently make the new Fiat 500)
Sevel Nord, France (Partnered with Peugeot)
Sete Kagas, Brazil
Minas Gerais, Brazil
Roslyn, South Africa (Partnered with Nissan)
Esztergon, Hungary (Partnered with Suzuki)
Istanbul, Turkey
Pune, India (Partnered with Tata motors)
Jiangsu, China (Partnered with Nanjing)
Ho Chi Minh City, Vietnam (assembly)
Turin, Italy (Where Fiat was born)
Lasio, Italy
Basilicata, Italy
Atessa, Italy
Pratola, Italy (Engine manufacturing)
Termoli, Italy (Fully automated fire engine production)
(www.fiat.co.uk)
In researching these questions I found out much more about the Fiat company than I thought possible. Infact I've decided to review the current Fiat company instead of just the specific make of Fiat that I own. This was a Great exercise in getting ready to research and write my essay. If you can think of any more questions that are might be worth answering please post them here or ask me in class.
An interesting bit of Fiat trivia: Luigi, from the Disney movie Cars, was a 1959 Fiat 500 ragtop.
Grammar post #8
For my grammar post this week I will be highlighting frequently misused words and explain the proper way to use them.
There is a great list in the back of the SMGTW with information on proper use. This web site also has a great list.
I have used information from both for this post and also a few of my personal pet peeves.
My biggest pet peeve when people use the word seen where they should use the word saw. It drives me crazy when my husband comes home and says, "Guess what I seen on the way home from work?"! He didn't seen anything. He saw something. Seen should ALWAYS be preceded by the word have, had, or has. If he came home and said, "Guess what I have seen around town today." maybe I'd cringe a little less often.
The opposite is true for the word saw. Please don't say, "Have you saw the new Batman movie?" No I haven't, but I have seen it.
While researching this subject one thing I found that I didn't know is that when referring to a flag you only say "half-mast" when the flag is on a ship or at a naval station. A flag anywhere else is at "half-staff".
Another misused word that I found interesting is "unique". "This word literally means one of a kind, without equal. 'Unique' should never be modified by 'truly,' 'rather' or 'very.' Something is either unique or it is not." (Tricky words. www.cmu.edu)
The list of common misused words is quite extensive and as we all have problems with different words I recommend you check out the back of our book or the above mentioned web site for words you have trouble with.
There is a great list in the back of the SMGTW with information on proper use. This web site also has a great list.
I have used information from both for this post and also a few of my personal pet peeves.
My biggest pet peeve when people use the word seen where they should use the word saw. It drives me crazy when my husband comes home and says, "Guess what I seen on the way home from work?"! He didn't seen anything. He saw something. Seen should ALWAYS be preceded by the word have, had, or has. If he came home and said, "Guess what I have seen around town today." maybe I'd cringe a little less often.
The opposite is true for the word saw. Please don't say, "Have you saw the new Batman movie?" No I haven't, but I have seen it.
While researching this subject one thing I found that I didn't know is that when referring to a flag you only say "half-mast" when the flag is on a ship or at a naval station. A flag anywhere else is at "half-staff".
Another misused word that I found interesting is "unique". "This word literally means one of a kind, without equal. 'Unique' should never be modified by 'truly,' 'rather' or 'very.' Something is either unique or it is not." (Tricky words. www.cmu.edu)
The list of common misused words is quite extensive and as we all have problems with different words I recommend you check out the back of our book or the above mentioned web site for words you have trouble with.
Wednesday, February 25, 2009
Categories
Originally I was going to review my son's choir performance but I think I'm not going to be able to make it to the performance, which would make it difficult to review.
So I think I 'll be reviewing my car. Yes I know I'm obsessed.
So the categories that a 1971 Fiat, 850 Sport Spider fit into are:
Automobile
Import
European
Italian
Car
Compact
Convertible
Two seat
Sports car
Collector's item
Restoration project
Cosmetic restoration
Mechanical restoration
Electrical work
I'm pretty sure I will be focusing on the car as a compact, convertible two seat, sports car and how it compares to other cars of that category in terms of appearance, ease of mechanical work, availability of mechanics. Maybe it's a better idea to just buy a Mazda Miata. That's what I hope to determine.
Tuesday, February 24, 2009
Grammar post #7
For my grammar post this week I chose the the often misused term ones. This is an issue I know I have problems with and I constantly remind myself that ones referring to many of something is not correct. The word one by definition is singular. The term "those ones" (which I am guilty of using much too often) is only appropriate when referring to many ones. Such as dollar bills, "snake eyes" on dice, or the more than one of the actual number one. Using the term "those ones" when referring to anything else is not correct.
And the razzie goes to...
"Everyone knows the glorious story of a child born in a far away manger. Well this isn't that story. This is Monty Python's, The Life of Brian."
Voted the greatest comedy film of all time by British, Total Film Magazine in 2000 and again by UK's channel 14 in 2006, The Life of Brian is a religious satire that pokes fun not at religion but the mindless masses that often follow it. The troop has a go at Roman history, Latin language lessons, Christ as an alien prophet, and even address gender identity issues.
Brian is a boy born a few doors down from Jesus and spends his life being mistaken for the Messiah. As a baby Brian is visited by three wise men who come bearing gifts for the "child king", one of which is mistaken for a bomb ("Who'd want to give a baby a bomb?!). The gifts are immediately taken away and the wise men leave in a huff when they discover that he is not the baby they were searching for.
Later in his life, while trying to escape from Roman soldiers, he pretends to be a religious prophet and, even though he does a pretty terrible job of it, finds himself chased by a group of religious fanatics who insist that he perform miracles and healings.
Eventually Brian is even cruicified. Of course you can always count on the Monty Python troop to remind us, even while being crucified, to "always look on the bright side of life!"
Saturday, February 21, 2009
Response to Grading Professors (Wendy Kim)
As I read the essay I couldn't stop thinking how dry and boring it seemed. It was filled with facts but no fun. The first half of the essay is filled with description of how the web site was set up and what it looked like, down to the last little detail. Considering that the introduction to the essay told us that the site had been redesigned since this essay was written I couldn't help thinking how pointless her description was. Especially since I knew that I could easily go online and see the site for myself much quicker than I could read her essay. I kept finding myself wanting to just skip over it and move on to the next essay so that I could finish my homework faster.
The writing did become more interesting when she started to explain the rating process and just what kind of information could be found about my potential college professors. Even then it was still peppered with boring technical information that I really just didn't care about.
It was a good subject and lead to some useful information, but I think it would have been just as informative and a lot less boring if she had just said, "RateMyProfessors.com is a great website where you can find students ratings and opinions of thousands of college professors across the country. If you are interested in information on professors at your college it's a good place to start."
The essay did get me interested enough to check out the website, which I guess was the whole purpose. (No, Chelsi isn't on it, maybe we'll have to add her.)
The writing did become more interesting when she started to explain the rating process and just what kind of information could be found about my potential college professors. Even then it was still peppered with boring technical information that I really just didn't care about.
It was a good subject and lead to some useful information, but I think it would have been just as informative and a lot less boring if she had just said, "RateMyProfessors.com is a great website where you can find students ratings and opinions of thousands of college professors across the country. If you are interested in information on professors at your college it's a good place to start."
The essay did get me interested enough to check out the website, which I guess was the whole purpose. (No, Chelsi isn't on it, maybe we'll have to add her.)
Monday, February 16, 2009
Grammar post #6
So my post this week is about when you should combine words and when you shouldn't
like, when can not should be cannot or when no one should be noone (which I think is never), and should throughout ever be through out?
I've often come across these words when reading always thought that the combined versions were just a lazy persons way of writing.
This was a fairly hard subject to research and most of the sites I found seemed to add more confusions instead of clear up my confusion.
Can not is sometimes used to indicate that that you can NOT do something. "I can not eat the cake if I wish." indicates that someone has a choice in eating cake. However, "I cannot eat the cake if I wish." indicates that there is no choice, you simply may not eat the cake.
It seems that can not can always be used in place of cannot but sometimes you cannot use cannot in place of can not.
No-one is generally used when referring to people but can also be written as no one, which can also refer to objects. Though this is more commonly written as not one. Under no circumstances should it be written as noone.
No-one should ever use noone but, can sometimes use no one which can sometimes also be not one.
This site indicates that through out is never correct and should be thrown out for throughout.
That should make everything as clear as a stained glass window.
like, when can not should be cannot or when no one should be noone (which I think is never), and should throughout ever be through out?
I've often come across these words when reading always thought that the combined versions were just a lazy persons way of writing.
This was a fairly hard subject to research and most of the sites I found seemed to add more confusions instead of clear up my confusion.
Can not is sometimes used to indicate that that you can NOT do something. "I can not eat the cake if I wish." indicates that someone has a choice in eating cake. However, "I cannot eat the cake if I wish." indicates that there is no choice, you simply may not eat the cake.
It seems that can not can always be used in place of cannot but sometimes you cannot use cannot in place of can not.
No-one is generally used when referring to people but can also be written as no one, which can also refer to objects. Though this is more commonly written as not one. Under no circumstances should it be written as noone.
No-one should ever use noone but, can sometimes use no one which can sometimes also be not one.
This site indicates that through out is never correct and should be thrown out for throughout.
That should make everything as clear as a stained glass window.
My essay concern.
The biggest concern I have with my essay right now is that I can't manage to properly connect the thesis statement with the rest of my essay. I think I have a good thesis statement and a good closing statement that go together nicely but I can't seem to make the information in between say the right things to tie it all together.
Wednesday, February 11, 2009
My Three Elements
For my essay I've decided to profile the Fiat "purist". The Fiat owner or restorer who believes you should use only original parts to restore a Fiat, (except for safety reasons). These purest are constantly on the look out for the coveted Abarth engine. Carlo Abarth was a designer who contracted for Fiat and designed their most powerful small engine. If you can obtain one of these engines you can have all the power your little car needs and still have a "pure" Fiat.
Oh and in case you don't know Fiat is an Italian car manufacturer. They haven't produced cars for sale in the U.S. for many years but are still going strong in other parts of the world. There has been talk of a partnership with an American car manufacturer to start production of the Fiat 500 here in the U.S.
Oh and in case you don't know Fiat is an Italian car manufacturer. They haven't produced cars for sale in the U.S. for many years but are still going strong in other parts of the world. There has been talk of a partnership with an American car manufacturer to start production of the Fiat 500 here in the U.S.
Thursday, February 5, 2009
Grammar post #5
So this week's grammar post will be on the same grammar issue that I will be giving my presentation on next week: Subject, Verb agreement.
How do you determine the proper verb form to use with singular or plural nouns?
Obviously the most basic rule is that singular verbs go with singular nouns and plural verbs go with plural nouns. The thing that is a little odd is that singular verbs tend to end in s and plural verbs do not. This is the opposite of singular and plural nouns.
The girls talk. The boy talks.
There are many variations of this rule that can be found here but this is the first and most important rule.
Wednesday, February 4, 2009
Ethenographic essay
For my essay I will be profiling a group of Fiat850 enthusiasts. I am still deciding what particular aspect I will focus my essay on. Possibly whether a Fiat was their first car purchase and how it has effected any subsequent car purchases. Maybe determining what has made them so devoted to this particular make and model of car, or even if the 850 is their model of choice. I've also considered focusing on the few in the group who repair or race these cars as a career instead of just a hobby or focus specifically on those who build them just for racing or for car shows.
Thursday, January 29, 2009
Grammar post #4
Just what the heck is a participle and why is it wrong to let them dangle?
I've always heard that a dangling participle is a bad thing (at least to an English teacher) but I really had no idea what it was.
This is what I've found out:
A participle is an adjective that ends in -ing or sometimes -ed that are used to modify nouns.
The noun that the participle refers to is an antecedent.
If it is unclear which antecedent your participle refers to then your participle is dangling.
The best way to make it clear which antecedent that your participle refers to is to construct your sentence so that the antecedent and the participle are in close proximity to one another. Either immediately preceding or following one another.
"Flitting gaily from flower to flower, the football player watched the bee. " Gives the impression that the football player was "Flitting gaily", not something foot ball players often do. While "The football player watched the bee, flitting gaily from flower to flower." Gives us the correct impression, that the bee is "Flitting gaily.
If my colorful explanation didn't clear things up for you try looking here.
Reading post
I know we were supposed to read SMGTW pages 73-83 and then post on them. I'm not sure if there was something specific we were supposed to post about so I'll just post my observations and what I thought was helpful.
The way that Brian Cable's essay, "The Last Stop", was color coded and had corresponding notes in the margins was great. The notes helped me to think more in depth about those parts of the essay and also to think about strategies for organizing my own writing.
John T. Edge's essay, "I'm Not Leaving Until I Eat This Thing", quit frankly grossed me out. I'm not hugely carnivorous to begin with and the thought of eating pickled pigs lips makes me shudder. (ick!). All of the description of the pickling process, and the different body parts turned my stomach. At the end when he actually ate the things, ewww! I know there is much more to his essay than just those things but it's hard to remember anything besides trying to suppress my gag reflex.
The way that Brian Cable's essay, "The Last Stop", was color coded and had corresponding notes in the margins was great. The notes helped me to think more in depth about those parts of the essay and also to think about strategies for organizing my own writing.
John T. Edge's essay, "I'm Not Leaving Until I Eat This Thing", quit frankly grossed me out. I'm not hugely carnivorous to begin with and the thought of eating pickled pigs lips makes me shudder. (ick!). All of the description of the pickling process, and the different body parts turned my stomach. At the end when he actually ate the things, ewww! I know there is much more to his essay than just those things but it's hard to remember anything besides trying to suppress my gag reflex.
Reviewing other's papers
Is anyone else having a hard time reviewing their classmates paper? I thought that reviewing someone else's would be easier than my own because I have no personal attachment to it. I was WRONG. If any body has pointers that would be great. (and I'm not even ready to start writing my actual review. That will be even harder!)
Sunday, January 25, 2009
Thursday, January 22, 2009
Grammar post 3
Next on my list of grammar rules to conquer is the proper use of a dash. I'm never sure if they are appropriate to use at all, let alone know where to properly place them if I do use them.
A dash simply indicates an interruption that you want to draw attention to.
As it turns out many of the rules are similar to the rules for comma or parentheses use.
A dash, or pair of dashes can be used to emphasize a definition, a dramatic statement, a personal comment, or an explanation. The woman--though very slender--wore a dress that fit like a tent. Dashes can also be used to emphasize a list. Many children's movies--Sleeping Beauty, Cinderella, and Snow White, to name a few--are adaptations of Grimm's Fairy Tales.
When in doubt, to be sure if you've used a dash, or pair of dashes correctly, try removing the word group that set it off. If the sentence does not make sense, one or both of the dashes have been misused or misplaced.
A dash simply indicates an interruption that you want to draw attention to.
As it turns out many of the rules are similar to the rules for comma or parentheses use.
A dash, or pair of dashes can be used to emphasize a definition, a dramatic statement, a personal comment, or an explanation. The woman--though very slender--wore a dress that fit like a tent. Dashes can also be used to emphasize a list. Many children's movies--Sleeping Beauty, Cinderella, and Snow White, to name a few--are adaptations of Grimm's Fairy Tales.
When in doubt, to be sure if you've used a dash, or pair of dashes correctly, try removing the word group that set it off. If the sentence does not make sense, one or both of the dashes have been misused or misplaced.
My paragraph revision
2. Mud (The Serendipity Singers)
Back in the good old days of vinyl records and 8 track tapes, yes I am that old don’t rub it in, my parents had an old folk song record. I’m sure this record had many fun and interesting songs on it but the only one that sticks in my mind is a song about a hippopotamus playing in the mud. My sister and I would play it over and over laughing hysterically and running around the house singing “Mud, mud, glorious mud!” I’m sure we drove our older siblings crazy, probably our parents too now that I think about it. It was a fun, silly song that has stuck with me and I have passed on to my kids. My little girls now run around the house singing “Mud mud glorious mud!” and we all giggle ourselves silly.
Revision
Back in the good old days of vinyl records and 8 track tapes, my parents had an old folk song record. I'm sure this record had many fun and interesting songs on it, but the one that really sticks out in my mind is about a hippopotamus and his girlfriend playing in the mud. My sister and I thought it was simply hilarious and would play it over and over, laughing hysterically, and running around the house singing, "Mud, mud, glorious mud!" I'm sure we drove our older siblings crazy, probably our parents too. It is a fun silly song that has stuck with me and that I have passed on to my own children. When a moment of silliness overcomes us we pop it into the stereo, and now my little girls are the ones who run around the house singing, "Mud, mud, glorious mud!" and we all giggle ourselves silly.
Back in the good old days of vinyl records and 8 track tapes, yes I am that old don’t rub it in, my parents had an old folk song record. I’m sure this record had many fun and interesting songs on it but the only one that sticks in my mind is a song about a hippopotamus playing in the mud. My sister and I would play it over and over laughing hysterically and running around the house singing “Mud, mud, glorious mud!” I’m sure we drove our older siblings crazy, probably our parents too now that I think about it. It was a fun, silly song that has stuck with me and I have passed on to my kids. My little girls now run around the house singing “Mud mud glorious mud!” and we all giggle ourselves silly.
Revision
Back in the good old days of vinyl records and 8 track tapes, my parents had an old folk song record. I'm sure this record had many fun and interesting songs on it, but the one that really sticks out in my mind is about a hippopotamus and his girlfriend playing in the mud. My sister and I thought it was simply hilarious and would play it over and over, laughing hysterically, and running around the house singing, "Mud, mud, glorious mud!" I'm sure we drove our older siblings crazy, probably our parents too. It is a fun silly song that has stuck with me and that I have passed on to my own children. When a moment of silliness overcomes us we pop it into the stereo, and now my little girls are the ones who run around the house singing, "Mud, mud, glorious mud!" and we all giggle ourselves silly.
Saturday, January 17, 2009
Lyrics of my life #2
Since the first post got to be so long I decided to make my second song and accompanying paragraph a separate post. Hopefully that will make it easier for people to respond.
Song 2. Don't Take the Girl, Tim McGraw
The poor girl had been vomiting for what seemed like days. She was so weak and dehydrated it tore at my heart just to look at her gaunt little face. When her fever spiked we knew it was time to take her to the ER. It was late, far past bedtime as it usually is when these things happen. Her dad took her to the hospital and I stayed home hoping to get my other children to bed.
I think it was after midnight when I got the call that they were admitting her to the pediatric unit at the old hospital. After calling a friend to come sit with kids I headed out.
The huge hospital bed seemed to swallow up her limp little body. As they prepped her for an IV I listened to the doctor explain that she had a simple intestinal flu but it had hit her hard. She was severely dehydrated and they couldn't get her to keep any medicine down to reduce her fever. Instead they gave her an IV ready form of Ibuprofin to ease her fever and help with her pain. After 3 days of watchful care at the local hospital the doctor finally decided that she needed more care than our small local hospital was capable of giving. They readied her for Life Flight to send her to Primary Children's Medical Center. Her dad went with her on the flight and I drove with our other children. Just as we pulled into town I got the call. She had a perforated bowel and they were prepping her for surgery. You've never seen a car go faster through the downtown streets Salt Lake City. I'm sure I caught air as we flew up the hill trying to get to the hospital in time to see her before they took her to surgery. She did well for a day or so after surgery and then became much worse. They must have missed something. Once again I watched them wheel her down the sterile hallway to the operating room. When they brought her out things seemed fine. They had simply missed a little bit of stool during the first surgery and she'd gotten an infection. All should go well now that it had been taken care of. It seemed she would never recover from the surgery. Her fever continued to spike and could not be brought down. They covered her in icepacks but the effect was negligable. She had a small amount of bleeding from her rectum that was assumed to be from her bowel surgery. No one was concerned until suddenly she began to bleed profusely. Upon using a scope to explore more closely they discovered the walls of her bowel had been destroyed by the medication they had given her to reduce her fever. She received transfusion after transfusion to no avail. Again I watched them push her bed with her tiny body down the hall to the dredded operating room, this time to have her entire bowel removed. I sobbed until I thought I would fall unconscious. The little girl had already been through so much. Please don't let this be the end. For seven long weeks I watched her weakened body fight for life but things didn't look good. We began to discuss the possibility of funeral arrangments. To our great relief she slowly began to win the battle of wills between her mind and her body. The light came back to her eyes. She even felt well enough to be annoyed with her little sister. She fought like a starving dog defending a steak, determined that she would not miss the first day of second grade. The doctors finally released her late inthe afternoon on August 13th. School started the next day. She shuffled through the doors like a little old man on his way to church but she made it. Today you'd never know what she's been through. She'd strong and healthy and tougher than most kids you'll ever meet.
Song 2. Don't Take the Girl, Tim McGraw
The poor girl had been vomiting for what seemed like days. She was so weak and dehydrated it tore at my heart just to look at her gaunt little face. When her fever spiked we knew it was time to take her to the ER. It was late, far past bedtime as it usually is when these things happen. Her dad took her to the hospital and I stayed home hoping to get my other children to bed.
I think it was after midnight when I got the call that they were admitting her to the pediatric unit at the old hospital. After calling a friend to come sit with kids I headed out.
The huge hospital bed seemed to swallow up her limp little body. As they prepped her for an IV I listened to the doctor explain that she had a simple intestinal flu but it had hit her hard. She was severely dehydrated and they couldn't get her to keep any medicine down to reduce her fever. Instead they gave her an IV ready form of Ibuprofin to ease her fever and help with her pain. After 3 days of watchful care at the local hospital the doctor finally decided that she needed more care than our small local hospital was capable of giving. They readied her for Life Flight to send her to Primary Children's Medical Center. Her dad went with her on the flight and I drove with our other children. Just as we pulled into town I got the call. She had a perforated bowel and they were prepping her for surgery. You've never seen a car go faster through the downtown streets Salt Lake City. I'm sure I caught air as we flew up the hill trying to get to the hospital in time to see her before they took her to surgery. She did well for a day or so after surgery and then became much worse. They must have missed something. Once again I watched them wheel her down the sterile hallway to the operating room. When they brought her out things seemed fine. They had simply missed a little bit of stool during the first surgery and she'd gotten an infection. All should go well now that it had been taken care of. It seemed she would never recover from the surgery. Her fever continued to spike and could not be brought down. They covered her in icepacks but the effect was negligable. She had a small amount of bleeding from her rectum that was assumed to be from her bowel surgery. No one was concerned until suddenly she began to bleed profusely. Upon using a scope to explore more closely they discovered the walls of her bowel had been destroyed by the medication they had given her to reduce her fever. She received transfusion after transfusion to no avail. Again I watched them push her bed with her tiny body down the hall to the dredded operating room, this time to have her entire bowel removed. I sobbed until I thought I would fall unconscious. The little girl had already been through so much. Please don't let this be the end. For seven long weeks I watched her weakened body fight for life but things didn't look good. We began to discuss the possibility of funeral arrangments. To our great relief she slowly began to win the battle of wills between her mind and her body. The light came back to her eyes. She even felt well enough to be annoyed with her little sister. She fought like a starving dog defending a steak, determined that she would not miss the first day of second grade. The doctors finally released her late inthe afternoon on August 13th. School started the next day. She shuffled through the doors like a little old man on his way to church but she made it. Today you'd never know what she's been through. She'd strong and healthy and tougher than most kids you'll ever meet.
Lyrics of my life.
The two songs I chose for this assignment are quite similar as they represent two separate but very similar events in my life.
1. Came Here to Live, Trace Adkins
After 4 years of disappointments and 2 painful miscarrages we were finally going to have a baby. The pregnancy, though watched closely by my doctor, could not have gone any better. Every check up was perfect. The results of every test came back great. There was no real morning sickness to speak of. Her room was ready. Perfect little pink blankets in a beautiful crib, soft and cuddly sleepers and frilly little dresses filled the dresser, mountains of diapers dominated the corner, a tiny bathtub sat waiting to be filled with squishy toys and irridesent bubbles. All that was left was to wait for the beautiful little girl to fill the house with her squeals of laughter. Ok, and the 2 am feedings and the mountains of dirty diapers and endless loads of tiny pukey clothes, but we were oblivious to these things as most expectant parents are.
When the day finally arrived even my labor seemed mild and easy. With the aid of an epidural, only 3 fairly uneventful hours later, a screaming and squalling little girl came into the world. To a mother's eyes she was perfect. 7 pounds 2 ounces, 19 inches long. Ten fingers, ten toes, bald head, (no tail) only a large red birthmark graced her left wrist. It should be lucky to share the body of such a perfect child. There was much snuggling and congratulating. Eventually the nurses wisked her away to undergo her first physical.
As it turned out all was not well with our precious daughter. She would have to be life flighted to Primary Children's Medical Center the next day. She had a heart murmur. We were told that many babies have heart murmurs and we shouldn't be concerned, but they wanted to do tests just to be sure. She was sent for ultrasounds and we went to the cafeteria to get some lunch with the assurance that she would be fine. Upon returning to her room we found it empty. No personal belongings, no isolet, no baby. It was obvious that something was not right. As it turned out her murmur was not benign, as the doctors first thought. Our daughter, they told us, had not one 2 large holes in her heart and serious malformations with two of the major arteries connected to it. She would have to have surgery as soon as her little body was well enough to handle it. They had already moved her to the Newborn ICU. At five days old, with her tiny heart the size of a walnut, she had open heart surgery. I sat in the waiting foom for 14 hours praying that all would go well. For seven weeks we lived at that hospital, one of us constantly at her side. Some days would look great and there would be talk of moving her from the NICU to the infant unit for less rigorous care, but somehow there always would be a set back. Until one glorious day when they said, "You can take her home tomorrow" Just like that it was over. She brought her home to the little pink blankets and frilly dresses that had been waiting patiently for her arrival. There have been many checkups and Dr. visits in the years since but her heart is strong. We like to tell her that her heart is bullet proof, because the materials, that they used to patch it with (Gortex and Kevlar), are the same materials used in bullet proof vests.
1. Came Here to Live, Trace Adkins
After 4 years of disappointments and 2 painful miscarrages we were finally going to have a baby. The pregnancy, though watched closely by my doctor, could not have gone any better. Every check up was perfect. The results of every test came back great. There was no real morning sickness to speak of. Her room was ready. Perfect little pink blankets in a beautiful crib, soft and cuddly sleepers and frilly little dresses filled the dresser, mountains of diapers dominated the corner, a tiny bathtub sat waiting to be filled with squishy toys and irridesent bubbles. All that was left was to wait for the beautiful little girl to fill the house with her squeals of laughter. Ok, and the 2 am feedings and the mountains of dirty diapers and endless loads of tiny pukey clothes, but we were oblivious to these things as most expectant parents are.
When the day finally arrived even my labor seemed mild and easy. With the aid of an epidural, only 3 fairly uneventful hours later, a screaming and squalling little girl came into the world. To a mother's eyes she was perfect. 7 pounds 2 ounces, 19 inches long. Ten fingers, ten toes, bald head, (no tail) only a large red birthmark graced her left wrist. It should be lucky to share the body of such a perfect child. There was much snuggling and congratulating. Eventually the nurses wisked her away to undergo her first physical.
As it turned out all was not well with our precious daughter. She would have to be life flighted to Primary Children's Medical Center the next day. She had a heart murmur. We were told that many babies have heart murmurs and we shouldn't be concerned, but they wanted to do tests just to be sure. She was sent for ultrasounds and we went to the cafeteria to get some lunch with the assurance that she would be fine. Upon returning to her room we found it empty. No personal belongings, no isolet, no baby. It was obvious that something was not right. As it turned out her murmur was not benign, as the doctors first thought. Our daughter, they told us, had not one 2 large holes in her heart and serious malformations with two of the major arteries connected to it. She would have to have surgery as soon as her little body was well enough to handle it. They had already moved her to the Newborn ICU. At five days old, with her tiny heart the size of a walnut, she had open heart surgery. I sat in the waiting foom for 14 hours praying that all would go well. For seven weeks we lived at that hospital, one of us constantly at her side. Some days would look great and there would be talk of moving her from the NICU to the infant unit for less rigorous care, but somehow there always would be a set back. Until one glorious day when they said, "You can take her home tomorrow" Just like that it was over. She brought her home to the little pink blankets and frilly dresses that had been waiting patiently for her arrival. There have been many checkups and Dr. visits in the years since but her heart is strong. We like to tell her that her heart is bullet proof, because the materials, that they used to patch it with (Gortex and Kevlar), are the same materials used in bullet proof vests.
Wednesday, January 14, 2009
Grammar post #2
Yes lame title, I know, but it helps me to keep them straight so, deal with it.
So now that I have mastered the art of possessive nouns, (ok maybe not mastered, half the time I can't even spell the word right. I always want to spell noun with a w instead of a u. For some reason spell check has a problem with that) what grammar issue do I move on to next?
I think probably the single rule that I have the most trouble with is semicolon use. I have NO idea when to use a semicolon and so avoid using them all together.
Upon checking the grammar section of our text book I discovered there are TWO ENTIRE PAGES on the correct use and placement of semicolons. No wonder I've never been able to keep the rules straight. Leave it to the English language to have so many rules for one simple punctuation mark.
The first and most simple rule is, to use a semicolon to join independent clauses where the second clause restates or sets up a contrast to the first. This emphasizes the second part of the sentence. Such as: In reality the car was red; I had only thought it was pink. (hmm, I wonder if that is the proper use of a colon. I guess that will have to be my next post.)
Rule two: Use semicolons to separate items in a series when they include internal commas. Such as a list of lists. For this semester of school I needed to buy eight books including, The St. Martin's Guide to Writing for English 1010; The Nature of Alexander, The Roman Way, The Assassination of Julius Caesar and, Much Ado About Nothing for Western Civilization; Elementary Algebra and, The Student's Guide to Elementary Algebra for Math 990 and; New Beginings for my Returning Adult Forum class. (ok so that rule isn't too hard to understand)
The last rule is somewhat related to the first. A semicolon is used to join two independent clauses when the second clause contains a conjunctive adverb or transitional expression. Because a semicolon shows a strong relationship between independent clauses it is used to reinforce the connection expressed by the adverb or transition. Always place a semicolon between the two clauses, no matter where the adverb or transition appears. Place the adverb before the conjunctive adverb or transition if it begins the second independent clause.
So I had no idea what a conjunctive adverb or a transitional expression were either. So here are a couple of definitions and examples. Just to make life a little easier.
I'm still not sure if I completely understand the proper use of semicolons but at least the subject is a little less unclear. Hopefully as I continue to write, and likely refer back to this post, I will gain a better understanding of their proper use.
As a side note for some reason Blogger has had issues with the italics option tonight and has wanted this entire post typed in italics. As you can imagine this has caused much frustration and annoyance and should in and of itself qualify this post for a higher grade than would normally be the case. ;) <- also a great use of the semicolon, the winking smiley face!
So now that I have mastered the art of possessive nouns, (ok maybe not mastered, half the time I can't even spell the word right. I always want to spell noun with a w instead of a u. For some reason spell check has a problem with that) what grammar issue do I move on to next?
I think probably the single rule that I have the most trouble with is semicolon use. I have NO idea when to use a semicolon and so avoid using them all together.
Upon checking the grammar section of our text book I discovered there are TWO ENTIRE PAGES on the correct use and placement of semicolons. No wonder I've never been able to keep the rules straight. Leave it to the English language to have so many rules for one simple punctuation mark.
The first and most simple rule is, to use a semicolon to join independent clauses where the second clause restates or sets up a contrast to the first. This emphasizes the second part of the sentence. Such as: In reality the car was red; I had only thought it was pink. (hmm, I wonder if that is the proper use of a colon. I guess that will have to be my next post.)
Rule two: Use semicolons to separate items in a series when they include internal commas. Such as a list of lists. For this semester of school I needed to buy eight books including, The St. Martin's Guide to Writing for English 1010; The Nature of Alexander, The Roman Way, The Assassination of Julius Caesar and, Much Ado About Nothing for Western Civilization; Elementary Algebra and, The Student's Guide to Elementary Algebra for Math 990 and; New Beginings for my Returning Adult Forum class. (ok so that rule isn't too hard to understand)
The last rule is somewhat related to the first. A semicolon is used to join two independent clauses when the second clause contains a conjunctive adverb or transitional expression. Because a semicolon shows a strong relationship between independent clauses it is used to reinforce the connection expressed by the adverb or transition. Always place a semicolon between the two clauses, no matter where the adverb or transition appears. Place the adverb before the conjunctive adverb or transition if it begins the second independent clause.
So I had no idea what a conjunctive adverb or a transitional expression were either. So here are a couple of definitions and examples. Just to make life a little easier.
I'm still not sure if I completely understand the proper use of semicolons but at least the subject is a little less unclear. Hopefully as I continue to write, and likely refer back to this post, I will gain a better understanding of their proper use.
As a side note for some reason Blogger has had issues with the italics option tonight and has wanted this entire post typed in italics. As you can imagine this has caused much frustration and annoyance and should in and of itself qualify this post for a higher grade than would normally be the case. ;) <- also a great use of the semicolon, the winking smiley face!
Tuesday, January 13, 2009
How to define a defining moment
When I as 4 my family moved to a new small town. My dad would have a new better paying job and would be able to be home more often. I'd make new friends and all would be right with the world. What other concerns does a 4 year old have?
Then I started kindergarten. How could it be that everyone already knew each other? Anyone I tried to make friends with already had a friend to play with at recess. I should "go ask someone else" This would become my elementary school life. Most recesses were spent playing alone on the slide.
Even the teachers seemed to have preconceived ideas about who I was and what I was be like. My older brothers were trouble makers and so I must be a trouble maker too. Who wants to help a trouble maker.
Obviously it didn't take me long to become a shy, reclusive girl who thought the whole world was full of bullies and people who either didn't care about me or openly disliked me.
One day while waiting for the bus after school I went to use the restroom. I discovered someone had vandalized the restroom (as much as elementary school kids 25 years ago knew how to vandalize) . There mirrors were covered in silvery slipper soap and roll upon roll of toilet paper was strewn all around the room, like giant white of white snow on the floor. I was dumbfounded that someone would dare to make such a mess of the school bathroom. Didn't they know how much trouble they were going to get in? I quickly used the bathroom and started down the hall, heading back outside to wait for the bus.
I hadn't gotten far when I was stopped by a student who told me that Mr. Taylor wanted to see me. I stopped in my tracks, terrified. I was being sent to the Principle's office? The biggest baddest and most of all scariest adult in all of kiddom. What could I have done to incur the wrath of Mr. "T".
I set records for the slowest walk down the longest hallway all the while dreading what would happen when I stepped through the office door. I shuffled my feet. I stopped to count tiles on the floor. The closer I got to the office the more my shoes seemed to be made of lead. Eventually I was standing in the doorway feeling like a man on death row waiting to be seated in the electric chair. "What happens in the Principle's office? Will I be expelled?" My mom would be so mad at me if I get kicked out of school. "Is he going to yell at me?" To my intimidated young mind being yelled at by an adult would worse than death. Could death actually be a punishment for school children. Surely what ever I had done could not have been equal to that.
The secretary rushed me into his office and closed the door. Suddenly carpet became very interesting. Green and black loop, nasty olive drab green, just like they would have in jail, if jail had carpet.
At some point I realize he's talking to me, "someone made a mess of the bathroom". Yes I know this. I saw it. Why would he bring me here to tell me that the bathroom is dirty? I'm not the custodian. "Lisa said you did it." WHAT? "I didn't do it" I protested. Why would she say that? Was she trying to get me in trouble? I began to protest my innocence. Yes I'd seen the mess, it was there when I went in. Why did they think I'd done it? I didn't do it... Suddenly he stops me. "I believe you". "but I didn't,..." wait, he believes me? An adult believes me. No one had ever believed me before. I came from a family of trouble makers after all.
Not only did he believe me but he liked me. He knew that Lisa was just trying to get me into trouble and he knew that I didn't have many friends. From now on if someone was teasing or mean to me I could tell him. I finally had a friend.
Then I started kindergarten. How could it be that everyone already knew each other? Anyone I tried to make friends with already had a friend to play with at recess. I should "go ask someone else" This would become my elementary school life. Most recesses were spent playing alone on the slide.
Even the teachers seemed to have preconceived ideas about who I was and what I was be like. My older brothers were trouble makers and so I must be a trouble maker too. Who wants to help a trouble maker.
Obviously it didn't take me long to become a shy, reclusive girl who thought the whole world was full of bullies and people who either didn't care about me or openly disliked me.
One day while waiting for the bus after school I went to use the restroom. I discovered someone had vandalized the restroom (as much as elementary school kids 25 years ago knew how to vandalize) . There mirrors were covered in silvery slipper soap and roll upon roll of toilet paper was strewn all around the room, like giant white of white snow on the floor. I was dumbfounded that someone would dare to make such a mess of the school bathroom. Didn't they know how much trouble they were going to get in? I quickly used the bathroom and started down the hall, heading back outside to wait for the bus.
I hadn't gotten far when I was stopped by a student who told me that Mr. Taylor wanted to see me. I stopped in my tracks, terrified. I was being sent to the Principle's office? The biggest baddest and most of all scariest adult in all of kiddom. What could I have done to incur the wrath of Mr. "T".
I set records for the slowest walk down the longest hallway all the while dreading what would happen when I stepped through the office door. I shuffled my feet. I stopped to count tiles on the floor. The closer I got to the office the more my shoes seemed to be made of lead. Eventually I was standing in the doorway feeling like a man on death row waiting to be seated in the electric chair. "What happens in the Principle's office? Will I be expelled?" My mom would be so mad at me if I get kicked out of school. "Is he going to yell at me?" To my intimidated young mind being yelled at by an adult would worse than death. Could death actually be a punishment for school children. Surely what ever I had done could not have been equal to that.
The secretary rushed me into his office and closed the door. Suddenly carpet became very interesting. Green and black loop, nasty olive drab green, just like they would have in jail, if jail had carpet.
At some point I realize he's talking to me, "someone made a mess of the bathroom". Yes I know this. I saw it. Why would he bring me here to tell me that the bathroom is dirty? I'm not the custodian. "Lisa said you did it." WHAT? "I didn't do it" I protested. Why would she say that? Was she trying to get me in trouble? I began to protest my innocence. Yes I'd seen the mess, it was there when I went in. Why did they think I'd done it? I didn't do it... Suddenly he stops me. "I believe you". "but I didn't,..." wait, he believes me? An adult believes me. No one had ever believed me before. I came from a family of trouble makers after all.
Not only did he believe me but he liked me. He knew that Lisa was just trying to get me into trouble and he knew that I didn't have many friends. From now on if someone was teasing or mean to me I could tell him. I finally had a friend.
Saturday, January 10, 2009
Am I capable of critical thinking?
First off let me warn you that for what ever reason my brain is not function to it's highest capacity today. I've read and reread the writing assignment multiple times and have been staring at my computer for the last hour (ok maybe longer) and just can't seem to wrap my brain around what I need to do. So if this comes out sounding like complete jibberish I apologize.
And now on with the show.
So what happened in these stories on a literal level?
Calling Home: Jean shoplifts and is subsequently caught and taken to jail. She has to deal with her feelings of guilt and fear at disappointing her parents.
An American Childhood: Annie and her friends are throwing snowballs at passing cars. They get chased through the neighborhood by an irritated driver who when he finally catches them, does nothing but chew them out and then heads back to his car.
For the "Analyzing Writing Strategies" I chose the visual description question. In this task we are first told to reread paragraphs 10-13 underlining the names of objects and people, and to put brackets around the words or phrases that describe those words. Then consider these questions: Does naming something sometimes occur without any accompanying detailing? How do you think the naming helps you as a reader visualize the scene and people? What do you think the detailing contributes?
For the sake of time and space I will just put the names or objects and the words or phrases that describe them. Typing the whole 3 paragraphs here would be a bit excessive I think. (I may have done more than necessary already)
[snowy] Reynolds sidewalk
[city] clothes
suit
tie
[street] shoes
[normal] adult
[thin] man
corner
[yellow, brick] house
driver
Buick
[yellow] house
[backyard] path
[low] tree
bank
hedge
[snowy] steps
[grocery store's delivery] driveway
gap
hedge
[scruffy] backyard
[back] porch (wasn't so sure about this one)
Edgerton Avenue
Edgerton
alley
[sliding] woodpile
[Halls front] yard
Lloyd Street
[mazy] backyards
[steep] Hilltop
Willard
Lang
Naming something often occurs without any accompanying detailing. Many times I believe it is because there has already been some other descriptive information in the sentence leading up to it and so more description is not needed.
The naming in this section of the story, most specifically the amount of naming, helped me to visualize just how much ground they covered during the chase. It gives us an idea of what the neighborhood was like and how well the children knew the area. It also shows how hard they were trying to get away and just how determined the driver of the Buick was to catch them. I think the detailing is very important in this part of the story because it helps to build the suspense of the chase. Will the man catch them. Why is he trying so hard to catch them when "Any normal adult would have quit"? What will he do if he catches them?
There are many features that effective stories have but the particular one that I find draws me into a story the most is make the person/people in the story relatable. Make me feel the characters fear at being caught. The amazement that he has chased so far and so hard. The confusion at the drivers actions when the chase is finally over.
And now on with the show.
So what happened in these stories on a literal level?
Calling Home: Jean shoplifts and is subsequently caught and taken to jail. She has to deal with her feelings of guilt and fear at disappointing her parents.
An American Childhood: Annie and her friends are throwing snowballs at passing cars. They get chased through the neighborhood by an irritated driver who when he finally catches them, does nothing but chew them out and then heads back to his car.
For the "Analyzing Writing Strategies" I chose the visual description question. In this task we are first told to reread paragraphs 10-13 underlining the names of objects and people, and to put brackets around the words or phrases that describe those words. Then consider these questions: Does naming something sometimes occur without any accompanying detailing? How do you think the naming helps you as a reader visualize the scene and people? What do you think the detailing contributes?
For the sake of time and space I will just put the names or objects and the words or phrases that describe them. Typing the whole 3 paragraphs here would be a bit excessive I think. (I may have done more than necessary already)
[snowy] Reynolds sidewalk
[city] clothes
suit
tie
[street] shoes
[normal] adult
[thin] man
corner
[yellow, brick] house
driver
Buick
[yellow] house
[backyard] path
[low] tree
bank
hedge
[snowy] steps
[grocery store's delivery] driveway
gap
hedge
[scruffy] backyard
[back] porch (wasn't so sure about this one)
Edgerton Avenue
Edgerton
alley
[sliding] woodpile
[Halls front] yard
Lloyd Street
[mazy] backyards
[steep] Hilltop
Willard
Lang
Naming something often occurs without any accompanying detailing. Many times I believe it is because there has already been some other descriptive information in the sentence leading up to it and so more description is not needed.
The naming in this section of the story, most specifically the amount of naming, helped me to visualize just how much ground they covered during the chase. It gives us an idea of what the neighborhood was like and how well the children knew the area. It also shows how hard they were trying to get away and just how determined the driver of the Buick was to catch them. I think the detailing is very important in this part of the story because it helps to build the suspense of the chase. Will the man catch them. Why is he trying so hard to catch them when "Any normal adult would have quit"? What will he do if he catches them?
There are many features that effective stories have but the particular one that I find draws me into a story the most is make the person/people in the story relatable. Make me feel the characters fear at being caught. The amazement that he has chased so far and so hard. The confusion at the drivers actions when the chase is finally over.
Thursday, January 8, 2009
My first grammar post
So here is the first question I pose to myself, and hope to be able to answer before I go to bed. When making a noun ending in "S", such as Chris or James, possessive do you add 's to the noun, Chris's, or simply put the apostrophe, James'? My own logic suggests that it should be Chris's but I have seen it written James' so many times that I have begun to wonder, and so begins my research.
There seems to be a difference of opinion even among the professionals. Of the sites I checked one indicated that either option is appropriate but that Chris's is the preferred choice. Another indicates that Chris's is the only correct choice. Of course just because you can create an official looking web site doesn't neccissarily mean that you know what you're talking about. This site in particular goes into great detail to explain how to determine which case is appropriate in which situation. But in the end it all seems to be a matter of personal preference.
The choice that I personally found the most helpful is actually in our own text book. "Even if a singular noun ends in s, add an apostrophe and an -s. If the second s makes the word hard to pronounce, it is acceptable to add only an apostrophe."
Wednesday, January 7, 2009
"Add a gadget"
Ok so is Blogger having issues or am I just having a senior moment? I can't find the "add a gadget" link anywhere. Obviously it was here before because that's how I was able to add a picture to my blog. HAH! found it never mind but, thanks anyway.
Tuesday, January 6, 2009
Don't be the enemy!
So obviously I don't want to end up dead, literally or achedemically, which means I must speak up here as well as in class. Which in turn means that here, where I can pretend that I'm somewhat anonymous, I will not hold back my opinions and thoughts. I apologize in advance if I offend anyone.
My biggest concern when I post here, or in other forums online, is that someone will catch a missspelling or gramar error and think that because of that I am not intelligent or will read something that is very personal and important to me and think that it is complete crap and judge me accordingly.
Logically I know that I am an intelligent person with much to contribute but, I am always afraid that if I speak up I'll come off sounding like an idiot. Because blogging is a little less personal I am somewhat braver about posting than I am about speaking up in a class or a other social situation (especially since I am completely socially retarded).
I think that is one of the biggest reasons that blogging has become so popular. It's easier to discuss uncomfortable subjects or personal insecurities in an impersonal, often moderated, environment. Many times it is feels safer to open up to a stranger than someone you know in your personal life. After all these people don't really know you and therefore if they judge you, who cares right?
I also have a Live Journal account and may often post links to my posts there.
My biggest concern when I post here, or in other forums online, is that someone will catch a missspelling or gramar error and think that because of that I am not intelligent or will read something that is very personal and important to me and think that it is complete crap and judge me accordingly.
Logically I know that I am an intelligent person with much to contribute but, I am always afraid that if I speak up I'll come off sounding like an idiot. Because blogging is a little less personal I am somewhat braver about posting than I am about speaking up in a class or a other social situation (especially since I am completely socially retarded).
I think that is one of the biggest reasons that blogging has become so popular. It's easier to discuss uncomfortable subjects or personal insecurities in an impersonal, often moderated, environment. Many times it is feels safer to open up to a stranger than someone you know in your personal life. After all these people don't really know you and therefore if they judge you, who cares right?
I also have a Live Journal account and may often post links to my posts there.
Monday, January 5, 2009
16 things you probably don't care if you know about me
1. I'm the only one of my parents children who didn't out grown them.
2. I have a daughter who has stared death in the face and won (twice).
3. I have somewhat of a photographic memory.
4. Meeting new people scares the crap out of me. (I just wait for my sister to make friends and then I "borrow" them.)
5. I make wedding dresses (and any other pretty or frilly dresses).
6. I collect pretty frilly dresses.
7. I collect fabric. I have a whole closet full of boxes of fabric so I don't have to go to the fabric store when I need something. (but I do anyway)
8. I hated the final Harry Potter book and have not been able to make myself reread any of the series since then.
9. I have been mistaken for my son's girlfriend more than once. (kinda flattering and really creepy)
10. I think most of my in laws are complete idiots and losers and the world would be a better place without them. (then again I think that about a lot of people)
11. I think Jess is awesome for just jumping in and basically starting her life over! (I would be scared to death)
12. I truly believe that if I try hard enough I can do anything. (I just have to get over the fear)
13. I'd like to be a wedding/event planner but don't know if I could make it work (ok, I'm afraid and it would take a lot more work than I want to do now, and the economy sucks, and ok it's not really feasible right now)
14. I wish I were a better parent.
15. I think my mother is a nut case but the stuff she told me when I was little still scares me.
16. I believe I may have the last good man on the planet. (or at least within a 5 miles radius)
So there it is. I'm not gonna tag anyone for this but if you want to do it by all means go for it.
2. I have a daughter who has stared death in the face and won (twice).
3. I have somewhat of a photographic memory.
4. Meeting new people scares the crap out of me. (I just wait for my sister to make friends and then I "borrow" them.)
5. I make wedding dresses (and any other pretty or frilly dresses).
6. I collect pretty frilly dresses.
7. I collect fabric. I have a whole closet full of boxes of fabric so I don't have to go to the fabric store when I need something. (but I do anyway)
8. I hated the final Harry Potter book and have not been able to make myself reread any of the series since then.
9. I have been mistaken for my son's girlfriend more than once. (kinda flattering and really creepy)
10. I think most of my in laws are complete idiots and losers and the world would be a better place without them. (then again I think that about a lot of people)
11. I think Jess is awesome for just jumping in and basically starting her life over! (I would be scared to death)
12. I truly believe that if I try hard enough I can do anything. (I just have to get over the fear)
13. I'd like to be a wedding/event planner but don't know if I could make it work (ok, I'm afraid and it would take a lot more work than I want to do now, and the economy sucks, and ok it's not really feasible right now)
14. I wish I were a better parent.
15. I think my mother is a nut case but the stuff she told me when I was little still scares me.
16. I believe I may have the last good man on the planet. (or at least within a 5 miles radius)
So there it is. I'm not gonna tag anyone for this but if you want to do it by all means go for it.
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