The Cutdown

An excerpt from an old Shakespeare paper:

In the most popular love story in history, The Tragedy of Romeo and Juliet, the story of their love is not one of simplicity and happiness and it most certainly does not run smoothly. The two families dislike one another, which on the surface could be relatable to lovers’ families in present day America, but to the violent extent it is not likely. Romeo and Juliet decide that they love each other so much they would rather die than not be together. Readers consider this a famous romantic play, but it was properly placed in the tragedy section of Shakespeare’s plays. He did not write it as a sweet, smooth love story. The two main characters kill themselves, in the name of love, which is a satirical spin on romance. In the end they do not get the opportunity to be together anyways because they themselves take that from each other. It would have been more loving to let the other live, even if it meant with someone else whom his or her family approved. Shakespeare’s look on love seems to be quite sarcastic in this play.

In A Midsummer Night’s Dream, the feelings of love are tossed around, and tangled like fishing wire. With the help of magic, it appears that no one knows whom they truly love, and so they chase after multiple people proclaiming their strong love. The characters look like ridiculous fools.  It is entertaining to watch, but Shakespeare could be touching on more than complete fictional themes. Many children begin dating when they are young teens and profess to love countless romantic partners at different times in their lives. Divorce rates in America are high as well. Oftentimes, people tend to have feeble relationships and flit about between lovers. They fight hard for love with one person, but in a matter of time they are chasing after another victim. Shakespeare lets characters appear to be victims of love in this play. Bottom, the ass, gets wooed by the fairy queen but it is only because the queen’s emotions and vision have been disturbed by magic. Also, the two fine gentlemen, Demetrius and Lysander, pursue the self-pitying Helena. The magic in the play creates a humorous show, but in life people do not need magic to run from one lover to the next, making bold declarations. They look like fools on their own. 

The Tragedy of Romeo and Juliet is not a happy, simple love story. The two families dislike one another, to the extent of using violence. Romeo and Juliet love each other so much they would rather die than be apart. Readers consider this a romantic play, but it was properly placed in the tragedy section of Shakespeare’s plays. He did not write it as a sweet, love story. The two main characters kill themselves- in the name of love -giving a satirical spin on romance. [entire sentence deleted] It would have been more loving to let the other live, even if it meant with someone else whom his or her family approved. Shakespeare’s look on love seems to be quite sarcastic in this play.

In A Midsummer Night’s Dream, the feelings of love are tossed around, and tangled. Because of magic the character don’t know whom they truly love, so they proclaim a strong love to multiple people. They all look like ridiculous fools.  It is entertaining to watch, but Shakespeare could be touching on more than fictional themes. Many children begin dating when they are young teens and profess to love countless romantic partners at different times in their lives. Divorce rates in America are high as well.  People tend to have feeble relationships, constantly changing lovers. They fight for love with one person,  but soon are are chasing after another victim. Shakespeare’s characters appear to be victims of love in this play. Bottom, the ass, gets wooed by the fairy queen but it is only because the queen’s emotions and vision have been disturbed by magic. Also, the two fine gentlemen, Demetrius and Lysander, pursue the self-pitying Helena. The magic in the play creates a humorous show, but in life people do not need magic to run from one lover to the next. They look like fools on their own. 

 

That Darn Passive Voice...

-4 Brushstrokes: painting with participles, absolutes, appositives, adjectives out of order

- transitive verb in passive voice,  T.V. in active voice

This week, in 326, was a little more difficult than it has been. We had to find transitive verbs in the passive and active voice written in articles or journals. The active voice was found more frequently.  However, students struggled with the passive voice. Remembering that voice only applies to S-V-O transitive verbs, students often called Barbara over to check a sentence and were disappointed when it was incorrect.

“Oh! I think I found a passive voice! (Leans toward peer at the same table) Is this one?”

The other student’s eyebrows shoot up across their forehead, eyes wide, shoulders shift up and down, “I don’t know.”

First student calls over the professor and asks about her passive voice.

“No that’s not correct because…”

The student slumps in her seat, with a defeated look, ready to give up.

The form of a be-verb plus a past participle creates a passive voice. It seems pretty simple, but when applying it to writing, and trying to point it out in others’ writing, it is challenging. For the most part, the students finally caught the hang of it, but did not leave with absolutely solid confidence. Sentence highlighted, question marks written, shoulders shrugged, the students’ minds were semi-confused. The brushstrokes became a piece of pie though. Spotting those in someone’s writing was a lot simpler. Perhaps the fact that it was Thursday of a long week attributed to the struggle with passive voice. But I believe it cannot be blamed on that fact fully. The concept was just difficult for most of the students. Writing sentences with a passive voice and active voice are easier than finding them though.

The car was driven.

John drove the car.

When the sentences are longer, and meshed into a longer piece of writing, it is more complicated to instantly point out the two different voices.

It will be a challenge to teach all these different sentence styles and tools to future students, without scaring them away from writing. Obviously we wouldn’t teach them all of these at once, and they wouldn’t be the main point like they are in this course, because it is meant for us to learn all of them in order to help us incorporate them into our teaching of English and writing. Our students, a young group of beginning writers, would be overwhelmed if we shoved all of this information at them. They would sit in their seats, confused and hopeless, and probably hate school, especially English class.

Brush Strokes, Mind Wanderings, and Intellectual Interests?

Sometimes I feel like these blogs are tricky to write because while I’m trying to write on a topic, I also have the grammatical patterns of the week running through my mind, trying to figure out how to correctly insert them. Strumming on the keyboard, my fingers try to create the right words. The week before, long and rigorous, has left my mind collapsed. I do not know what to say, or even what to think sometimes. I want to sleep or relax. It is not a difficult assignment, sometimes it can be enjoyable, but still there are times when I simply stare at the computer screen, at the whiteness, at the emptiness. My few sentences taunt me. Where are all the words? Where are my brilliant ideas? The weekend laughs at me, pouring a drowsiness over my head. Heart beating slowly, eyelids drooping, limbs relaxed, I begin to doze off only to jolt myself awake when I realize what is happening. My bed, a warm and welcoming mound of blankets, calls out to me. But no, I must resist the desire to sleep. I must push through and finish my homework.

Everything else I could be doing comes to mind. Anything not related to school. My friends are reading a magazine laughing at the funny stories. My puppy, sweet and adorable, curls up next to me. At least he’ll sit with me while I studiously do my homework.

I sound like I am complaining a lot, but I really do enjoy this class. A week full of classes, daily shifts at work, multiple tutoring hours, and loads of homework completely wear me out mentally. My mind needs a little vacation. In grammar class though, during the week, I find the topics interesting. It’s great review to relearn old grammar tools and rules. It will be fresher in my mind for when I teach my own classroom of students. I think a lot of professional adults still struggle with grammar and writing. Sometimes they are never given proper instruction in school, and sometimes they just never tried to learn while they were being taught. I hope that I can help my students actually remember and apply grammar and writing tools to their lives beyond highs school, and college even. With correct grammar in their writing pieces, they will sound more intelligent and trustworthy. I know I will look back on this class and be grateful. 

It's a... Basket!

We’ve been talking about school and learning for the past few weeks, so let’s take a little breather and talk about sports…

Football season is exciting with the stands full, students and alumni united, cheering loudly, while the boys run the ball down the field. The band plays until the cannon booms. When the other team has the ball, WSU students shout and jingle their keys as distractions. The coach, who is new this year, has worked hard to get the boys ready for a good competition. Everyone is full of energy and encouragement. Excitement pulses through the stands.

What I’m really excited for though, is basketball season. Basketball: the best sport. It has always been my favorite and always will be. Growing up, my grandpa, who happens to be one of my favorite people, coached high school girls’ basketball. He taught my siblings and I how to throw a ball correctly, how to dribble down the court and keep control, how to block steals. Being born in Indiana makes me a Hoosier, which means basketball is in my blood. In the Midwest, basketball is a major part of life. Everyone in town goes to the high school games, and watches their college teams on the television. Rivalry games are loud and intense (I’ve been at numerous family functions where shouting at each other and the screen occurred).  I wish Wazzu was more excited, as a whole, for basketball. Not as many people attend those games, even though they are inside -you don’t have to lose feeling in your toes- while you cheer them on. When it’s basketball season, I find a couple friends to drag with me, and I’m at every game that I am able to attend.  At football games I am usually engaged, but there are times when it’s a little boring; but at basketball games I’m closely watching the whole time.

Yes, I think a part of my love for the game is connected to my grandpa and memories of playing with him, watching him coach, and sitting in our lazy boys watching college ball when I was little. It was something that bonded us.

Everyone likes one sport or another for their own reasonings, or maybe they can’t explain a reason but they still have a favorite. And of course, not everyone is into sports at all. Everyone has their own interests. Basketball just happens to be a part of me. 

FANBOYS use AAAWWUBBIS'

I am still a little uncertain about linking verb patterns, intransitive verb patterns, and transitive verb patterns. I understand the intransitive sentences include a noun and a verb and do not need any other information, BUT the intransitive and transitive sometimes confuse me. You can say, “The students studied,” OR, “The students studied science.” It is correct either way. Does the extra noun at the end make it transitive? In class when we put together sentences on the magnetic boards, sometimes a sentence would be longer than just a noun and a verb, BUT they weren’t intransitive sentences. WHILE I sometimes understand a sentence and its type right away, there are still times when I get confused.

SINCE I learned elementary grammar and sentence particles over a decade ago, it is a good refresher to review the names of different types of sentences such as ‘imperative sentences,’ AND reviewing all the prepositions again is helpful too. ALTHOUGH the things we are learning and reviewing often seem easy, they are difficult at times because we all learned them so long ago, SO it is good that we have this course to help remind us and prepare us for teaching. Sometimes I think, “I learned this stuff in elementary school, it’s easy,” YET, then there are moments when I have to pause and think about something or ask questions even.

This class is perfect for reviewing before I begin to teach in a couple short years. Even though I am teaching high school I know I will need to explain what an adverb is, or what a run-on sentence is. I did a three week practicum this summer in a high school classroom and the students in the classes often did not know things that I had thought should be mastered by their age. Reading pieces of writing from high school and college students in my courses this year, and the articles and research on the level of writing dropping in schools, it has opened my eyes to what all I will have to teach my students. I am thankful for this grammar class this year and know it will really help me.

WHEN we talked about comma splices in class, I realized that I probably use them occasionally. I notice when it should be a period when I am reading someone else’s paper, but when I am writing my own piece, I tend to use extra commas. I do not always notice when I am writing my own work, FOR (not sure if this is correct?) lack of concentration and time perhaps, that I have more of when it is someone else’s writing and all I have to do is read. I neither have to think about what I need to say, NOR do I have to create something when I am reading someone’s paper, so I have a lot more time to study the punctuation and grammar. 

Learning: The Event That Never Ends, part 2

I am learning that I have to really push myself to do work for a class that I do not care about. As a junior, I am mostly taking classes for my major or my minor, classes that I am interested in and enjoy. There is only one class that is not related to my future career, and that is a beginning Biology course. The lectures are filled with young freshmen, the professor puts his slideshows online, and attendance is never taken.  Why would I want to go to class? I definitely do not. However, I realize that I need to attend the lectures so I can take more detailed notes than the slideshows provide so that I can receive better grades on the exams. I need to have good grades in all of my classes because I need to have a high GPA for my program. I often feel as if it is a waste of my time and a pointless required course, but it is still important to my future. 

If my Biology professor and the TA were to sit down and have a conversation about my potential success in that class I am certain that BETWEEN HIM AND HER, they would say I would do well as long as I focused in my weekly labs, completed all my homework, and studied the textbook. They would not admit that to me because they are supposed to encourage me to go to class every day. I am a focused student with goals. I’m willing to work for where I want to go in life. I do my homework, attend all of my other classes, as well as hold a job and volunteer positions. I could use the time of the class period to catch up on sleep, or do other homework that is relatable to my future career.  I consider MYSELF a responsible student.

I am also learning that as I get further along in my education, I receive more respect from my professors. From the beginning they have expected us students to be mature and be responsible with our schoolwork, but have still treated us as unintelligent children oftentimes. Now, in many of my classes they are run more as a group of future teachers (as that is my career path) working together to figure out how we will be able to be effective in our classrooms. Obviously, the professors with their higher education and years of experience, know far more than the students, but they treat us more like adults and professionals. They encourage us to help each other, giving input and advice to create materials we all can use in the future (and by “we all” I am referring to the students/teachers-in-progress). My professors are encouraging and believe that we know a lot more than we students even think we know. They give us more credit than we give ourselves sometimes.

From volunteering in high school classrooms, and being involved in my own classes, I have noticed that when students are treated with respect as intelligent beings they are more motivated to do well and be respectful in turn. 

Learning: the Event That Never Ends

There are times when a person gains new information, but he does not pause and recognize that he learned something new. Occasionally it’s noticed and someone thinks, “Wow, that is so interesting. I never knew that before!” Other times, a person remembers a fact he was told and realizes he did not previously know it. I believe we learn things every day, whether we relearn them, or do not even realize. If one is not learning anything then how productive is his life? It is not one of much success. 

Lately, in my classes I have been learning things about myself and thinking about how it will affect my future career. In my courses geared towards teachers and teaching, I have noticed very obviously I am too straightforward at times. When we read a paper in class from an unknown, random college student I laugh and simply say, “This is terrible.” Everyone’s thinking it, but I am the most honest and blunt. The other students say things like, “It needs a little work,” or “This writer should try to narrow their topic.” Helpful little tidbits, not the plain, dirty truth. All teachers (and future teachers) have their own personality and style and that’s THEIRS. Mine is not as sweet. I know I’ll need to be encouraging and uplifting to my students in the future, and I will be careful to work on that.  

This grammar class has scared me slightly, but it has been fun as well. I know ITS PURPOSE is to make me more confident in my punctuation and grammar usage, and find helpful ways of teaching it to high school students especially. Thinking about my future students asking me questions, of which I am not sure I know the answer, makes me slightly uneasy, because I feel like I should know everything and I want to know everything, but I know that is unrealistic. AS A PROFESSIONAL, I FEEL LIKE I SHOULD HAVE MY AREA OF EXPERTISE MASTERED; AS AN INTELLECTUAL HUMAN BEING, I KNOW I WILL ALWAYS BE LEARNING. It is all right to not be sure about something, or not have a solid answer, as long as I try my best to find the answer if that is possible for the situation and question. I need to remember the answer to the question: ”WHOSE responsibility is it that these kids learn?”  It is partly mine, and their other teachers’ but a large portion of that responsibility is THEIRS. The students need to work for their own education, and apply themselves in order to learn. No one can force them to learn. I am excited for the rest of the semester in this class, because every time I am in it, I feel more certain that I am on the right path towards a career I will love.  

Another thing I am learning is that I truly feel like I will succeed in reaching my goal of teaching and touching lives. My desire and passion to work with students is becoming even more apparent. There have been times when I doubted my career choice, but this semester has done nothing but make me more excited. I was excited when I heard I would have to tutor in the writing center. I am excited to tutor elementary school students. I have fun in my English classes, especially my classes geared towards future teachers. Throughout the last several years people have questioned my decision to become a teacher. They point out that the pay is on the lower side, the risks, the disrespectful “punks” I will have to deal with, and many other personal reasons why I should not teach. I just smile and think to myself, “The choice is not YOURS, it is mine. It’s my future, my dream.”  I am the one wasting my life if that is how they choose to see it, but in reality I believe I will be reaching my own personal goals of success. Hopefully I will leave a positive impact on numerous children’s lives.

I know this year I will learn many things that I will hold on to and carry with me. I want to learn ways of how to be the best teacher I can be, and how to be an effective teacher. I am excited to learn, so my mind is more open to the knowledge presented to me. The information my professors pour out seeps into my brain.  Giving my students passion and motivation is a main goal of mine. It drives a person towards success, and does not let them settle for less.