When composition teachers complain they have a pile of papers to correct, they are invoking out-dated assumptions about composition, namely that there is something wrong with our students’ papers, and our primary job is to seek out those errors and eliminate them. Such teachers count fragments like a judge bound by the Three-Strikes-and-You’re-Out Law, condemning a paper that has too many fragments.
Even if the argument is persuasive and the evidence convincing.
Image from Red Ink in the Classroom?
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Purpose: To introduce the concept of parallelism.
Preparation: Print out two sets of the sentences below, cutting one up and leaving the other whole as a guide to the sets of sentences.
Activity: Introduce the concept of parallelism by writing on the board: “I like karate, to play tennis, going skiing.” Ask students to discuss what is wrong with the sentence and to find three ways to fix it. (I like karate, tennis, and skiing. / I like to do karate, play tennis, and go skiing. / I like doing karate, playing tennis, and going skiing.) Elicit the concept of parallelism.
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Purpose: To get students to think about logical relationships of connecting words.
Preparation: Print out two sets of the sentences below, cutting one up and leaving the other whole as a guide to the sets of sentences. To make them more durable, you could paste them onto index cards cut in half. Find a chart that shows logical relationships of the three types of connecting words that students can refer to during the activity.
Activity: In class, explain that you have sentences that are cut in half and that students will have to find matches. Show one pair that does not work, then another that you have set aside beforehand that does work. Pass the cards out, then have students look for pairs. You will have to end the activity before all pairs are found.
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You’re crazy! By that, I mean you cannot easily distinguish fiction from reality, and you let delusions brought on by narrative influence your perception and behavior. Like Don Quixote, you wander lost through clouds of story. The madness, however, is generative because narrative language is the principle means by which humans understand and reshape ourselves and our world.
Continue reading “Narrative Madness: The Influence of Narrative Language on Perception and Behavior”
At the beginning of the last century, Ferdinand de Saussure severed language from reality. In his Course in General Linguistics, he explained that a sign is made up of two parts: the signifier and the signified. The signifier is a word, a set of sounds, sometimes represented by letters. The signified is what the signifier arbitrarily refers to. Unfortunately for those who want language to be a transparent window on the world, the signified is not an external object, but a subjective concept.
Continue reading “Extending the Linguistic “Concept” to Include “Narrative Function””