Anonymous asked: what are interoggatives?
Illustrating Huck -
Images from the original ADVENTURES OF HUCKLEBERRY FINN by Mark Twain.
Language: Color Coded by Origin -
Any of you interested in etymology might be interested in this article and its purpose.
Here is an excerpt:
This is a surprisingly complex Monty Python quote where the colors represent Old English (pink), Middle English (red), Anglo-French (orange), Old French (light orange), Middle French (pale orange), and Classical and Medieval Latin (both yellow). I suspect that both the complexity and variety of word sources is intentional — standing in humorous contrast to the appearance of the speaker
This is so sad, but vaguely funny. VAGUELY.
donate some money ($) to get a pdf of these stories for you to assemble into little books.
Huffington Post says READ TAO LIN -
TODAY, the Huffington Post posted an article about Tao Lin, which is highly appropriate since my lit students are finishing SHOPLIFTING FROM AMERICAN APPAREL tomorrow. Maybe someday I’ll learn to spell “apparel” without having to try four times.
Hello AEG students. Here are the two days/times when I was able to book rooms for us to have extra help sessions:
WEDNESDAY 4/25 Bunce Hall 3rd Floor Room 332 // 10:50-12:15
THURSDAY 4/26 Library 2nd Floor Room 229 // 12:05-1:30
I apologize if any of you cannot make either of the above sessions. Please contact me via email with what you need help with so that I can accommodate you that way though I won’t be able to in person. PLEASE come to these review sessions with a topic that you think you need the most help with. It would help to review the Final Review first so that you can get an idea how much time you must spend studying punctuation, usage, diagraming, sentence writing, etc.
Cornell Researchers on Understanding Memorable Movie Quotes -
This is a very interesting article for my grammar class or anyone interested in language on “what makes a movie quote memorable”. Cornell researchers have broken it down, language-wise, comparing memorable movie quotes over the years.
I. Using the sentence patterns listed below, identify the pattern number of each sentence. Then diagram each sentence.
1. s - be – adv 6. s – itv
2. s – be – pa 7. s – tv – do
3. s – be – pn 8. s – tv – io – do
4. s – lv – pa 9. s – tv – do – adj
5. s – lv – pn 10. s – tv – do – n
1. ___ The glass is on the edge of the kitchen table.
2. ___ My tax papers from this year are in order now.
3. ___ We named Gina as the rising star of the drama department.
4. ___ Tina, my tenant, mailed me her security deposit and first month’s rent.
II. Circle the correct choice in each sentence below.
5. (Whoever, Whomever) closes the door must be quiet.
6. Many of the (teachers, teacher’s) in the union protested the pay cuts.
7. There (is, are) four books on the table.
8. Lena wants to do (good, well) at the race.
9. A number of birds (has, have) appeared in the yard.
10. No one in the class (has, have) completed the project.
11. Aang is (more fast, faster) than the Firelord Ozai.
12. I sent a card to your parents from you and (myself, I, me).
13. Either the employees or their boss (is, are) at fault.
14. You should be grateful for (whoever, whomever) cooked you this dinner.
III. Using the sentence below as a foundation, write sentences of your own as directed.
The waitress poured the coffee.
15. sentence in passive voice
16. compound sentence containing a coordinating conjunction (underline the coordinating conjunction)
17. compound sentence containing a conjunctive adverb (underline the conjunctive adverb)
18. complex sentence containing an adverb clause (underline the adverb clause)
19. complex sentence containing a relative clause (underline the relative clause)
20. complex sentence containing a noun clause (underline the relative clause)
21. sentence beginning with a participial phrase (underline the participial phrase)
22. sentence using the infinitive to pour as an adverb
23. sentence using the infinitive to pour as a noun
24. sentence using the infinitive to pour as an adjective
25. sentence using pouring as a gerund
26. sentence using pouring as a progressive verb
27. sentence containing an appositive (underline the appositive)
28. sentence containing a linking verb (underline the linking verb)
29. sentence beginning with a prepositional phrase (underline the prepositional phrase)
30. sentence that correctly uses a colon
31. compound-complex sentence
IV. Make corrections or rewrite the following sentences so that all errors are corrected.
32. Tearing her dress, the lace on the girls tutu had caught on a rusted hook.
33. Everyone on the varsity team wanted their jacket to be personalized, which delayed the orders arrival.
34. The health class only had one paper assigned on their syllabus.
35. Daniel walked quicker than before, then he started to run.
36. Mom’s sure happy, that I’ll be home for the holidays’.
37. After reading the journal article, the facts became clear. Whereas I had known very little before reading it.
V. Add punctuation and capitalization to the following sentences as necessary.
38. One of Vladimir Nabokovs novels Lolita became a movie however I have never seen it.
39. The director of the Broadway musical said You must appear more angry in that scene although I dont want you to fake it.
40. After a long hard night of typing I finished writing my novel on January 1 2011 but given the realities of publishing it may take at least two years before I find a publisher.
41. The grammar class focused on the three kinds of verbals the infinitive the gerund and the participle.
42. The clerk who asked for our names was polite but pushy she insisted on showing us several childrens toys from England Germany and China.
VI. Identify the sentences below as either active (A) or passive (P). If the sentence is in active voice, rewrite it in passive; if the sentence is in passive voice, rewrite it in active.
43. ___ The computer made several beeping noises before it exploded.
44. ___ The Nintendo was confiscated after the child’s parents discovered he received an F in biology.
45. ___ My brother’s cell phone was stolen by a bully at his school.
VII. Punctuate and diagram the following sentences on notebook paper.
46. Looking into the window Amy saw a lamp that she liked.
47. The boxes that we packed were entirely too heavy, yet we carried them to the truck.
48. The teacher wanted to announce the names of the students who had passed the exam.
49. Studying for the test was tiresome but worthwhile.
50. Whoever graduates without debt is lucky for scholarships are difficult to find.
51. The janitor wondered if he should wake up the sleeping man.
52. To make money for her vacation this summer the neighbors daughter Betty ought to become a nanny.
53. At the meeting we talked to everyone whom we knew then we left riding together on public transit.
54. Some drivers have found ways to avoid that busy intersection.
55. There are the books I need you to shelve in the poetry section.
This felt appropriate for Slaughterhouse-Five—
War & Peace
“We make war that we may live in peace.”
This is from a comic series called Books We’ve Never Read, wherein a comics artist illustrates books by their titles, rather than their content. This is his comic for SHV.
Atlantic article: The Neverending Campaign to Ban SHV
Final Essay (4-6 pages)
—Your final essay must discuss a literary aspect (or aspects) of at least one work from our syllabus. If you choose to write about more than one text, then they should be linked through a single subject. The paper should look at the historical and geographical context of the work and its cultural effects. It must also evaluate the text of the work from a critical reader’s standpoint.
—Do not provide a summary of the primary text or texts you are discussing; assume that your reader is familiar with the work and use examples and/or quotations from it to support your point, rather than retelling any of its plot. Please be sure that your paper seeks to prove something and has a clear, strong thesis. Please be sure to choose a topic that you can write about for 4-6 pages. PLEASE let your professor know if you have any questions about this paper.
—You must use at least three outside sources to support your critical standpoint. You can choose to write about any of the texts on the syllabus, regardless of if we have read them yet or not. You must format your paper and specifically your in-text citations (required) in APA or MLA format. Remember, anything you learn from an outside source needs an in-text citation, and all information you include should be analyzed. Your own analysis does not require an in-text citation.
PART ONE: Topic due 4/5
PART TWO: Annotated Bibliography due 4/12
—Provide an MLA or APA formatted bibliography that contains entries for your three required outside sources. Please provide 3-5 sentences for each source that explains why this source is valid and how it will help to support the point(s) you are making in your final paper. Remember, your primary source(s), the piece or pieces of literature that you are writing about, do not count as your outside sources.
PART THREE: Final Paper due 4/26
—Your final paper must be provided to your professor via both hardcopy and email. It must be in either APA or MLA format. For refresher information on how to prepare a proper APA or MLA paper, visit the PURDUE OWL website. Email your professor for a link or with any questions. Be sure your format and especially your citations follow one of these formats. Please do not include your annotations on your references page, only the proper citations for each reference.
Your paper is due to your professor in class on April 26th.
You also must email a copy to her by the end of that day. Late papers (hard copies or email) will be deducted 5% off of their grade per day late, no exceptions.
No papers will be accepted a week after your final paper is due, no exceptions.
Why read? Are stories essential? Read the article “Do We Need Stories?” by Tim Parks, featured in the New York Review of Books to get some insight to many opinions on why. The Short Answer: The internet presents a deafening roar of LISTEN TO ME, and we listen. Why not listen, instead, for a small part of your day, to someone who took their time to craft something that you might learn from, instead of the constant yammering of those who postpostpost? The beauty is in the question here, though, not the answer. The Long Answer: Read the article!
Complete information for the Extra Help sessions on verbals can be found below:
Wed. 4/4 10:50-12:05 Bunce English Dept. Seminar Room 339 (3rd floor)
Thu. 4/5 12:15-1:20 Library Room 229 (2nd floor)
*I have moved the first session from next week to this week so that it will be before your exam.* *Please be sure that you are also studying on your own, seeking out help from Savitz Hall, forming study groups, and generally spending at least the required 3 hours/week reviewing the grammar material.*