For this exercise, you need a pencil, eraser, and lots of paper ;-)
When repairing our pretest, we already learned how to diagram simple sentences:
REVIEW
rule A: start with a baseline
rule B: separate noun and verb by a vertical line through the baseline
rule C: nouns always go on horizontal lines
rule D: adverbs go on lines parallel to the adjectives they are modifying
The first sentence contained only verb, subject, adverb:
"Big, bright rainbows appear very often." Diagram this sentence on a piece of paper and see how much you remember. The difficulty here was where the word "very" goes.
The second sentence was a prepositional phrase:
"The ship of my dreams sank quickly on Tuesday." Diagram this sentence on a piece of paper. What you had to remember here is that "Tuesday" is a noun, and nouns go on horizontal lines, so "Tuesday" goes on a horizontal line under the baseline, and parallel to it, going off from the preposition "on."
Check with your teacher on the board whether you were correct.
Now, we will learn to diagram three new categories of sentences.
1) Direct objects: using perpendicular lines
"Today I will hit the board with gusto."
The problem in this sentence is that you need a perpendicular line for the direct object. The direct object is the one you ask for with "whom", that is, "Whom will I hit?" "The board."
Do this sentence alone accordingly:
"I would not have done a thing like that to you."
2) Subjective Complements: using back slashes
"He was a man with a chip."
Here, you need a back slash for the complement, which is the word "man."
Who can continue the sentence with "on his shoulder"??? Hint: is it a prepositional phrase (what we've had before)?
Do this alone for the following sentences:
"The soup tastes foul."
"The Germans became impatient."
3) Gerunds: how to use pedestals
"Walking a big dog alone at night can be scary."
The gerund is written on a pinnacle, diagonally over a step.
Do it alone for the following sentence:
Swimming is fun.
Now, use all the three categories we have just learned (direct object, subjective complement, and gerund) in one phrase: Diagram the ultimate sentence,
"The ENG300 students grew weary of their teacher explaining stupid sentence diagrams on the board."
Exercise in group work (4 groups): You may use your textbook for help! But don't take sentences literally from it...
EASY TASK
Take a big poster from your teacher, and write on it one sentence that contains more than one of the categories we have already learned. Give this sentence to your partner group to diagram it. Check their diagram with your solution to see whether they were correct.
DIFFICULT TASK
Draw a complicated diagram on a big poster you get from your teacher, but leave out the words!! (You need the completed diagram WITH the words on a separate small piece of paper.) Give the blank diagram to your partner group. Your partner group has to determine which categories you demand, and has to fill your blank diagram with words that work and make a correct sentence. Of course, their sentence will be different from yours, but check whether they did it correctly.
If we don't finish in class, we'll continue Monday.
REMEMBER: Friday, Sept. 25th, no class, because teacher will be at a meeting!!!!! (see your email)
Homework for Monday is to read chapter 2 from the black textbook.
Tuesday, September 22, 2009
Monday, September 21, 2009
Question 3,4,5
Seth Richardson
Mandie Davis
Adam Colin
Mackenzie Ditto
3. “You get a picture of this gallant little band of the last literates going down to defeat with ‘Warriner’s Grade Four Grammar’ in one hand and ‘ Best-Loved Poems of College English Departments’ in the other…Though our popularizers of good grammar…think they are defending standards and traditions, they keep attacking idioms that are centuries old.”
a. The sentence is describing prescriptive grammar. The teachers are using textbooks to define how someone should speak properly.
b. The author seems to be a proponent of generative grammar. He describes how people, especially teachers, are using rulebooks and guidelines to dictate what defines proper grammar instead of focusing on “…idioms that are centuries old.” The idioms he is describing are essentially regional dialect, etc.
4. In the movie Runing on Empty, one character says of his mother, “I said: ‘I wish it was easier’ and she said: ‘You wish it were easier!’ She’s correcting my grammar like one of the kids she teaches.” What type of grammar does the mother teach: prescriptive, descriptive, generative, or contextual?
The mother is describing prescriptive grammar. She is using textbook skills to correct the sentence even though in the regional dialect and conversational tone, the “incorrect grammar” may be considered correct.
5. Consider the three following sentences:
A. John hurt himself.
B. John hurt hisself.
C. John hurt heself.
a. What would a prescriptive grammarian say about these sentences, if anything?
A. It is short, but correct.
B. It is incorrect
C. It is incorrect
b. What would a descriptive grammarian say about these sentences, if anything?
A. It is structurally correct
B. It is structurally correct, however the word hisself is slightly odd
C. It is structurally correct, however the word heself is slightly odd
c. What would a generative grammarian say about these sentences, if anything?
A. It is a fundamentally sound, intelligent sentence
B. The sentence works in a casual setting so long as the regional dialect applies
C. The sentence works in a casual setting so long as the regional dialect applies
d. What would a contextual grammarian say about these sentences, if anything?
A. It gets the message across in an intelligent way
B. It gets the message across in some social settings, however may not apply to all people
C. It gets the message across in some social settings, however may not apply to all people
Definitions:
Emma Cherry said...
Grammar is the way that people in different cultures and societies determine their speaking and writing orders. It is very important in defining certain languages.
Dr. Voss said...
Grammar is the correct formation of words to construct a sentence. Improper use of grammar can take the meaning of a sentence and completely change it. Using correct grammar allows for the writer to clearly illustrate ideas in a concise and deliberate manner.
Kelcey said...
Grammar is speaking correctly and the rules of the English language.
Mandie Davis
Adam Colin
Mackenzie Ditto
3. “You get a picture of this gallant little band of the last literates going down to defeat with ‘Warriner’s Grade Four Grammar’ in one hand and ‘ Best-Loved Poems of College English Departments’ in the other…Though our popularizers of good grammar…think they are defending standards and traditions, they keep attacking idioms that are centuries old.”
a. The sentence is describing prescriptive grammar. The teachers are using textbooks to define how someone should speak properly.
b. The author seems to be a proponent of generative grammar. He describes how people, especially teachers, are using rulebooks and guidelines to dictate what defines proper grammar instead of focusing on “…idioms that are centuries old.” The idioms he is describing are essentially regional dialect, etc.
4. In the movie Runing on Empty, one character says of his mother, “I said: ‘I wish it was easier’ and she said: ‘You wish it were easier!’ She’s correcting my grammar like one of the kids she teaches.” What type of grammar does the mother teach: prescriptive, descriptive, generative, or contextual?
The mother is describing prescriptive grammar. She is using textbook skills to correct the sentence even though in the regional dialect and conversational tone, the “incorrect grammar” may be considered correct.
5. Consider the three following sentences:
A. John hurt himself.
B. John hurt hisself.
C. John hurt heself.
a. What would a prescriptive grammarian say about these sentences, if anything?
A. It is short, but correct.
B. It is incorrect
C. It is incorrect
b. What would a descriptive grammarian say about these sentences, if anything?
A. It is structurally correct
B. It is structurally correct, however the word hisself is slightly odd
C. It is structurally correct, however the word heself is slightly odd
c. What would a generative grammarian say about these sentences, if anything?
A. It is a fundamentally sound, intelligent sentence
B. The sentence works in a casual setting so long as the regional dialect applies
C. The sentence works in a casual setting so long as the regional dialect applies
d. What would a contextual grammarian say about these sentences, if anything?
A. It gets the message across in an intelligent way
B. It gets the message across in some social settings, however may not apply to all people
C. It gets the message across in some social settings, however may not apply to all people
Definitions:
Emma Cherry said...
Grammar is the way that people in different cultures and societies determine their speaking and writing orders. It is very important in defining certain languages.
Dr. Voss said...
Grammar is the correct formation of words to construct a sentence. Improper use of grammar can take the meaning of a sentence and completely change it. Using correct grammar allows for the writer to clearly illustrate ideas in a concise and deliberate manner.
Kelcey said...
Grammar is speaking correctly and the rules of the English language.
Group #1
Group #1
1. A. “Each language has its own scheme. Everything depends on the formal demarcations which it recognizes.”
Category: Descriptive. It belongs to the descriptive category because it is describing language.
B. “The language faculty is a component of the mind/brain, part of the human biological endowment. Presented with data, the child . . . forms a language, a computational system of some kind that provides structured representations of linguistic expressions that determine their sound and meaning.”
Category: Contextual. The sentence talks about the mind and brain.
C. “In colloquial speech, like is as sometimes used as a conjunction . . . , but cultured speakers prefer as, as if, or as though.”
Category: Prescriptive. The sentence talks about speech etiquette.
D. “Linguists have increasingly realized that the context of an utterance plays an important part in determining its meaning, as do beliefs that are shared by a speaker and a hearer.”
Category: Generative. The definition depends on the context, therefore the definition transforms.
E. “The material in the exercises in correcting substandard English comes from . . .” (Preface to grammar book).
Category: Prescriptive. The sentence focuses on correcting substandard English.
F. Someone who says ‘he don’t’ for ‘he doesn’t’ has a systematic way of relating sound and meaning.”
Category: Prescriptive. It is about learning school grammar and how it should be applied in educational settings.
G. “In keeping with all these excellent qualities would you please see that the grammar used in describing your clothing is of equal quality. I am sure you are quite aware that a garment doesn’t ‘wash easy.’ Is this use of adjectives in the place of adverbs an affectation or is it a stylistic quirk?”
Category: Generative. It is a sentence that is describing a grammatical rule that should biologically be known
Patrick Hogan:
Grammar is the correct format of how we communicate the English language.
Category: Contextual. It is describing a grammatical rule and how it applies.
Zack Walston: Grammar is the proper use of periods, commas, hyphens, etc. It also is the correct spelling of words.
Category: Descriptive. It is describing “structural” grammar.
Mandie: Grammar is being able to use words in the correct way
Category: Prescriptive. It is being able to use “school” grammar.
Nick Watson, Mike Murphy, Heather Musgrave, Lauren McCly, Kenneth Lemmie, Zack Walston, Ashley Burks
Group 5
Sam Hollis, Emma Cherry, Kenneth Goldsberry, Dan Seidl
5.
c. The generative grammarian would ask Why John hurt himself, or what made him hurt himself.
d. What does John think that is making him hurt himself...
6.
a.Professor-generative-because they are attempts to simplify language, they are "transforming" the language in the sentence.
b. Author-contextual-because the use of the word "ignorant" which is describing the speaker, making you think about the person, making it psychological;
-Grammar is the the words and way they are used to form sentences. Good and bad grammar describes the politically correct way to speak and if words and sentences are formed that way. Sterling (Nick) Watson
-Grammar is the application of rules and symbols to written and spoken languages. This should be correctly applied to each language.
-Grammar is the correct formation of words to construct a sentence. Improper use of grammar can take the meaning of a sentence and completely change it. Using correct grammar allows for the writer to clearly illustrate ideas in a concise and deliberate manner.
5.
c. The generative grammarian would ask Why John hurt himself, or what made him hurt himself.
d. What does John think that is making him hurt himself...
6.
a.Professor-generative-because they are attempts to simplify language, they are "transforming" the language in the sentence.
b. Author-contextual-because the use of the word "ignorant" which is describing the speaker, making you think about the person, making it psychological;
-Grammar is the the words and way they are used to form sentences. Good and bad grammar describes the politically correct way to speak and if words and sentences are formed that way. Sterling (Nick) Watson
-Grammar is the application of rules and symbols to written and spoken languages. This should be correctly applied to each language.
-Grammar is the correct formation of words to construct a sentence. Improper use of grammar can take the meaning of a sentence and completely change it. Using correct grammar allows for the writer to clearly illustrate ideas in a concise and deliberate manner.
Group 2
Patrick Hogan, Kelcey Keith, Jenna Morton, Amanda Stroh;
A. "Grammar is a technical description of a language." We believe this sentence is descriptive because it explains the description of a language.
B. "A standard of word order and punctuation." We believe this sentence is prescriptive because it has use of proper language.
C. "Unconscious rules that people follow when they speak." We believe that this sentence is generative because it is transformational in which we adapt to a language.
D. "A broad terminology used to encompass syntax, usage." We feel that this sentence is descriptive because the syntax is the structure of a sentence in which this definition defines the structural aspect of the language.
E. "Grammar is what you use to decide how to talk to your parents versus how to talk to your friends." We feel that this sentence is contextual because there is a range of difference when you speak in formal and informal situations.
1. "Grammar is the correct format of how we communicate the English language." - Patrick Hogan
2. "Grammar is and teaches he or she the right and wrong way of citing information." - Lauren McCoy
3. "Grammar is the way that people in different cultures and societies determine their speaking and writing orders. It is very important in defining certain languages." - Emma Cherry
A. "Grammar is a technical description of a language." We believe this sentence is descriptive because it explains the description of a language.
B. "A standard of word order and punctuation." We believe this sentence is prescriptive because it has use of proper language.
C. "Unconscious rules that people follow when they speak." We believe that this sentence is generative because it is transformational in which we adapt to a language.
D. "A broad terminology used to encompass syntax, usage." We feel that this sentence is descriptive because the syntax is the structure of a sentence in which this definition defines the structural aspect of the language.
E. "Grammar is what you use to decide how to talk to your parents versus how to talk to your friends." We feel that this sentence is contextual because there is a range of difference when you speak in formal and informal situations.
1. "Grammar is the correct format of how we communicate the English language." - Patrick Hogan
2. "Grammar is and teaches he or she the right and wrong way of citing information." - Lauren McCoy
3. "Grammar is the way that people in different cultures and societies determine their speaking and writing orders. It is very important in defining certain languages." - Emma Cherry
Group 3
exercise 2 f-k (Darce Olund, Brianne Jackson, Drew Fines)
F. Prescriptive because the sentence says is meaning that it can't be any other way
G. Descriptive because it is more of an analysis of grammar rather than a set way of things
H. Prescriptive because of the same reason as f. "grammar is the correct..."
I. Generative because the sentence describes a group in a certain situation it is also prescriptive because it says that if you don't do it a certain way you won't understand.
J. Contextual because the sentence depends on the situation
K. Generative because the sentence is for the general people
Class sentences
1. "Grammar is the use of words." Prescriptive because of the word is in the sentence...it can't be any other way.
2. "Grammar is the correct way to talk and write." Prescriptive again because of the word is in the sentence...it can't be any other way.
3. "Grammar is the correct form of how we communicate the English language." Prescriptive again because of the is.
F. Prescriptive because the sentence says is meaning that it can't be any other way
G. Descriptive because it is more of an analysis of grammar rather than a set way of things
H. Prescriptive because of the same reason as f. "grammar is the correct..."
I. Generative because the sentence describes a group in a certain situation it is also prescriptive because it says that if you don't do it a certain way you won't understand.
J. Contextual because the sentence depends on the situation
K. Generative because the sentence is for the general people
Class sentences
1. "Grammar is the use of words." Prescriptive because of the word is in the sentence...it can't be any other way.
2. "Grammar is the correct way to talk and write." Prescriptive again because of the word is in the sentence...it can't be any other way.
3. "Grammar is the correct form of how we communicate the English language." Prescriptive again because of the is.
Sunday, September 20, 2009
In-Class, Sept. 21st: Intro Grammar for Grammarians
In-class exercise: Grammar is......
STEP 1: As a COMMENT to this blog, write your own personal DEFINITION of GRAMMAR!
(5 minutes; minimum: at least one complete sentence; maximum 5 sentences)
STEP 2:
Today, we are beginning the work with our textbook. For those who have forgotten to bring it, I have scanned the pages we are going to use in class today.
Read/skim pages 2, 3, 4, and 5 of your textbook (or, the first four pages of the 6-page scan), and learn how to define the terms
Distribute the tasks fairly, so that each group member gets at least one task to solve!
GROUP 1:
You'll get exercise 1) on page 5 of your textbook, plus 3 definitions of grammar from your own peers that you can choose from this blog.
GROUP 2:
You'll get exercise 2) a-e on page 5 of your textbook, plus 3 definitions of grammar from your own peers that you can choose from this blog.
GROUP 3:
You'll get exercise 2) f-k on page 6 of your textbook, plus 3 definitions of grammar from your own peers that you can choose from this blog.
GROUP 4:
You'll get exercises 3), 4), and 5) a) and b) of your textbook, plus 3 definitions of grammar from your own peers that you can choose from this blog.
GROUP 5:
You'll get exercises 5) c) and d) and 6) of your textbook, plus 3 definitions of grammar from your own peers that you can choose from this blog.
HOMEWORK for WEDNESDAY:
Read chapter 1 (pp. 8-20), "Part 1: Prescriptive Grammar"!
STEP 1: As a COMMENT to this blog, write your own personal DEFINITION of GRAMMAR!
(5 minutes; minimum: at least one complete sentence; maximum 5 sentences)
STEP 2:
Today, we are beginning the work with our textbook. For those who have forgotten to bring it, I have scanned the pages we are going to use in class today.
Read/skim pages 2, 3, 4, and 5 of your textbook (or, the first four pages of the 6-page scan), and learn how to define the terms
- prescriptive,
- descriptive,
- generative, and
- contextual.
Distribute the tasks fairly, so that each group member gets at least one task to solve!
GROUP 1:
You'll get exercise 1) on page 5 of your textbook, plus 3 definitions of grammar from your own peers that you can choose from this blog.
GROUP 2:
You'll get exercise 2) a-e on page 5 of your textbook, plus 3 definitions of grammar from your own peers that you can choose from this blog.
GROUP 3:
You'll get exercise 2) f-k on page 6 of your textbook, plus 3 definitions of grammar from your own peers that you can choose from this blog.
GROUP 4:
You'll get exercises 3), 4), and 5) a) and b) of your textbook, plus 3 definitions of grammar from your own peers that you can choose from this blog.
GROUP 5:
You'll get exercises 5) c) and d) and 6) of your textbook, plus 3 definitions of grammar from your own peers that you can choose from this blog.
HOMEWORK for WEDNESDAY:
Read chapter 1 (pp. 8-20), "Part 1: Prescriptive Grammar"!
Sunday, September 13, 2009
In-Class, Sept. 14: Tom Swifties
USING ADVERBS ABUNDANTLY: TOM SWIFTIES...
Today, we are going to talk about "adverbs." Instead of a mini lesson, we will start with a little grammar exercise, and then become creative ;-)
Here are some GUIDELINES about the order of adverbs in a sentence:
First task:
Take a quick overview of what ADVERBS are.
Second task: take this short online quiz about adverbs.
Third task (everyone on his/her own):
This is what happens if one uses adverbs abundantly... ;-)
Go to the following website and learn what "Tom Swifties" are.
Task 2:
Get together in groups of 3-4. Go to the following webpage. Your group's task is to create a 5-item test for another group that this group has to solve. Get the emails of the one member of the other group (your partner group), and email this person your quiz. The group that solves most of the 5 items it gets from another group wins!! You need to retype the Tom Swifties that you find on the webpage, but you leave out the last word, i.e., the pun, for the other group to fill in the blank. Don't invent them yourself yet!!!
Examples:
1. How do you start a model-T Ford without a battery?" asked Tom _____________ .
(answer: CRANKILY)
2. "I have to wear this cast for another six weeks," said Tom _________________ .
(answer: DISJOINTEDLY)
3. "I'm shocked," said Tom _____________________ .
(answer: ELECTRICALLY)
You should select sentences that people are able to guess when they think hard.
EMAIL me your 5-item quiz (with solutions). Only one per group, please! Indicate your group members names in this email (because you'll all get participation points for the quiz).
Task 3:
Now, invent 1 Tom Swifty on your own!!! Publish it as a comment to this blog. If you work in groups, indicate all your names on your blog entry. You can also work by yourself. If you can't finish in class, do it as homework for Wednesday, September 16th.
Today, we are going to talk about "adverbs." Instead of a mini lesson, we will start with a little grammar exercise, and then become creative ;-)
Here are some GUIDELINES about the order of adverbs in a sentence:
 THE ROYAL ORDER OF ADVERBS | |||||
| Verb | Manner | Place | Frequency | Time | Purpose |
| Beth swims | enthusiastically | in the pool | every morning | before dawn | to keep in shape. |
| Dad walks | impatiently | into town | every afternoon | before supper | to get a newspaper. |
| Tashonda naps | in her room | every morning | before lunch. | ||
First task:
Take a quick overview of what ADVERBS are.
Second task: take this short online quiz about adverbs.
Third task (everyone on his/her own):
This is what happens if one uses adverbs abundantly... ;-)
Go to the following website and learn what "Tom Swifties" are.
Task 2:
Get together in groups of 3-4. Go to the following webpage. Your group's task is to create a 5-item test for another group that this group has to solve. Get the emails of the one member of the other group (your partner group), and email this person your quiz. The group that solves most of the 5 items it gets from another group wins!! You need to retype the Tom Swifties that you find on the webpage, but you leave out the last word, i.e., the pun, for the other group to fill in the blank. Don't invent them yourself yet!!!
Examples:
1. How do you start a model-T Ford without a battery?" asked Tom _____________ .
(answer: CRANKILY)
2. "I have to wear this cast for another six weeks," said Tom _________________ .
(answer: DISJOINTEDLY)
3. "I'm shocked," said Tom _____________________ .
(answer: ELECTRICALLY)
You should select sentences that people are able to guess when they think hard.
EMAIL me your 5-item quiz (with solutions). Only one per group, please! Indicate your group members names in this email (because you'll all get participation points for the quiz).
Task 3:
Now, invent 1 Tom Swifty on your own!!! Publish it as a comment to this blog. If you work in groups, indicate all your names on your blog entry. You can also work by yourself. If you can't finish in class, do it as homework for Wednesday, September 16th.
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