oxymoron67: (roll eye)
For some of these I understand what happened and then there are #5 and #16.

1. One, two, three…etc are all continuum, however, negative one is not.
2. I usually frown when lawyers ask me to annotate their long boring meeting.
3. I gave a disingenuous reaction to the jury because I thought the bank robber was guilty.
4. Massachusetts became a state in 1629.
5. The Spanish American War was fought in Tennessee.
6. Sheila continues to be invariably different by behaving like a tomboy at age 26.
7. To have the monopoly to film a movie on NYC streets, you must first get a permit and permission.
8. Annotating in class is as important as reading the homework chapters to pass a test
9. After hearing Shawn’s story on women, my thoughts of him went from the antonym good to bad.
10. The United States government would not be balanced if it were bicameral .
11. If there was a foreshadow of his career, it was late in appearing.
12. People are evolved into an oligarchy.
13. After the first move there is always a continuum one.
14. One of my friends aggregated her husband to a political party after they got married.
15. Her attitude demonstrated the antithesis of right or wrong.
16. Her body periphery is very complex.
17. After analyzing and reviewing my writing a made coherent essays.
18. John has bicameral in his office today.
oxymoron67: (Default)
Me: On your title screen for your digital poem*, you typed "Stopping by Woods on a Snowy Evening by Robert Frogs."
Student: Yes.
Me: You know that's wrong, don't you?
Student: It's close. It's how I pronounce his name.
Me: It's not really that close, and you're losing points for BOTH misspelling and mispronouncing his name.
Student: But I forgot the pictures...
Me: Which is when you forgot the poet's name?
Student: I'm not good with computers.
Student: This was hard.
Me: The man's last name is "Frost" F-R-O-S-T.
Student: I wasn't here so I didn't know how to do it.
Me: You weren't there when we introduced Windows MovieMaker, which is why you forgot how to type? How does that make sense?
Student: ... This was hard.
Me: You know... I can't care about your grade more than you do, and clearly you couldn't be bothered.
Students: .. but I tried...
Me: No, you didn't. Not really.

And with that, I moved on.

*Digital poems: I give my students a selection of poems and they chose one, find pictures to match the words and, using Windows MovieMaker, turn it into a short movie. I'll talk more about it tomorrow.

Class today

Feb. 7th, 2012 09:46 pm
oxymoron67: (Default)
First, I reviewed the basics of rhythm: which words are content words and which ones are function words.

I did this with the first sentence of The Gettysburg Address.I wrote it on the board and had my students identify which words were content words (words that carry meaning: nouns, verbs, adjectives, adverbs, etc) and those that kind of help refine meaning (helping verbs, pronouns, prepositions, etc.)

I called them up to the board to mark both the content word/function word dynamic AND which kind of content word/function word it was. Think of it as a parts of speech review.

The most interesting part of the was when the student who always naps in class was called to the board because she was, well napping, and her classmates had to wake her up. She gave me a death glare and I looked at her and said, "Hey, you're awake! That doesn't happen that much in here."

Later, I busted her shopping for shoes while we were watching the news broadcast.

Yesterday, I finished editing the news clips together, so we watched the news broadcast. It was about twenty minutes long and everyone squirmed when they watched themselves. They laughed at themselves and each other. Everyone was very good humored about it.

I think I will stick to new one minute to 1:15. I may up it to 1:30-1:45. IT gives more time for development/summarization, but it's still a hard and fast time limit.

Anyway, we discussed the news broadcast next. It was interesting to hear them discuss it. One student, who rocked back and forth the whole time said that he knew he was doing it, but he was so concerned about being videotaped that he didn't even TRY to stop himself.

Then we went back to rhythm. I talked about pausing. Using the first sentence from Gettysburg, we practiced figuring out when to pause, then I put the second sentence on the board, and made them do the whole thing: identifying function and content words, parts of speech and pauses.

During this time, we talked about The Gettysburg Address. I teach it every term: after all, it is EASILY the best American political speech and it's an amazing piece.

Finally, the quiz.

Tomorrow? We'll discuss the recordings they did last week, the quiz, and we'll continue with rhythm: introducing the concept of linking.
oxymoron67: (Default)
From a teaching standpoint, giving the midterm is easy. Writing it is a pain... correcting it is often an exercize in frustration ("How could they not have gotten that? I went over it a gazillion times!"), but giving it? Not a problem.

Read more... )
oxymoron67: (Default)
I wrote , "Today, we have a quiz! Hahahahahahahaha!"* on the board.
This was the high point! )
oxymoron67: (Default)
Before class, I wrote the quiz, printed out the new homework and corrected the Whitman poems. One big burst of stupid?

One of my students did not record a Whitman poem. Well, not necessarily. It was A poem. But she didn't give me a title or an author.

Now you might think "This must happen all the time."

No, no it doesn't. See, I've tried to idiot-proof this whole thing. I post the poems on Blackboard. I post my readings of the poems on Blackboard. I make all of my students log on to Blackboard in class, in front of me and we all go to the Course Documents area, where we go into the file folders.


In class.

And I check to make sure eveyrone does this.

This student was in class when we did this.

And yet...

So she got a zero. She's not happy. I don't care. I'm giving her a chance to record one of the approved poems.

I explained this to my tutors, and this exhcnge happened:
Tutor: Sometimes you just have to let people bathe in their own stupidity.
Me: My problem is when they drag me into the bath with them.

Class itself? We started by discussing the words people has trouble with in the Whitman poems. "Breadth" and "prurient" were the two worst.

During this time, two of my studetns were talking to one another and surfing the web. IN FRONT OF ME. As in "in my direct line of sight, not ten feet away." Which led to:

Me: Oh no, please continue to talk and read facebook. Goodness knows that's more important than your grade.
St1: But I missed the first few classes.
Me: I... what?
St1: I don't know what's going on.
Me: So, you don't know what's going on, so you decide to fix this by... not paying attention?
St1: Well...
Me: That just seems counterintuitive.
St1: What does counterintuitive mean?
Me: In this case, you can substitute "idiotic."

From there, since we are doing the radio ads next Thursday, I decided that we needed a practice run. So, i decided to pick the product they had to sell.

The product? Latvia.

Why did I choose Latvia? I wanted to choose something that NONE of them would be doing. I knew that Latvia was a good chooice when several of my students said, "What's a Latvia?"

The practice run went well for some students: the ones who worked at it. The ones who didn't? Well,m they can't whine that they didn't have a chance.

Then we had the quiz.
oxymoron67: (Default)
I gave the final on Wednesday.

To start, i collected the late states projects: of the eight who didn't turn them in on time, four turned them in late.

The other four? Nada.

Their loss.

Before I handed out the final, one of my students said, "Professor, this was my hardest class this term." Several of my students nodded in agreement. In fact, another said, "Me too, and I took MATH this term."

My reaction? I said, "Good!" and did a little dance.

Given the stricken looks on my students' faces, this was the wrong reaction. Whether their horror was due to my lack of remorse at running a challenging class or the dancing or some sort of combo platter is anyone's guess.

The one student who was absent for all but one of the quizzes and the midterm? Unsurprisingly, she wasn't in attendance.

The next day, I get an e-mail from her, wherein she claims a family crisis, and asks to take the final via e-mail or something. I deleted her e-mail. Why? Because this was almost my response:

You know that you did not come to class for four out of the five quizzes AND the midterm, right? The whole "family emergency" thing doesn't fly because your family's emergencies are very well-timed.

So either you're lying or your family is such a mess that you need to take time off from school to deal with it. I'm betting that you're lying.

You also never turned in your states project or over half your homework. What kind of grade do you expect?

Let's be honest, that response would have caused more problems than it would have fixed.

So grades are turned in and the semester is over.
oxymoron67: (Default)
A few notes:

1) Many of my students didn't actually provide sentences. I received many phrases like "Moratorium on animal testing".

2) The word "specious" seems to be difficult.

3) Some of these are grammatical errors; others, I can see where the student was coming from, so it's an easy correction to make. However, several of these are just puzzling.


1. My mother is a plausible person.
2. I am going to continuum my studies
3. State sovereignty is inseparable.
4. The renaissance in women’s sports
5. Here, he would invariably be smothered.
6. My professor’s advice was invariably.
7. The filibuster in math class kept the exam from being passed.
8. The students asked their professor for clemency before the exam.
9. A continuum number of police officers have been attacked.
10. They are foreshadow in many ways.
11. In the woods I caught xenophobia because I seen a strange creature.
12. I have an ethnicity of students in my class and throughout the college.
13. Most people think students/children are plausible.
14. You need to follow the steps for your lab homework in a continuum in order for the experiment to succeed.
15. He is egregious.
16. Hypothesize that do not necessarily in the united.
17. I commodity my gold.
18. They did a moratorium to the twin towers.
19. My sister and I are antonyms.
20. You are so beautiful you specious me.
21. Last night I watched an amazing tributary performance for Stevie Wonder.
22. Being specious was hardly their concern, after a bank robbery.
23. Pandemic erupted after the concert.
oxymoron67: (roll eye)
I'm updating this journal from my computer! In my office!

After over three weeks!

And six Not Much Help Desk tickets!

Why over three weeks?

Simple. Due to budget cuts, the Not Much Help Desk now only deals with computers in computer labs or the library. If the computer is in an office or not a computer that students use? No their responsibility.

When was this decision made? No one knows. It just apparently came into force, without anyone at IT telling anyone.

I'll admit, it's a great way to limit workload: refuse to help people because of a never-published change in policy. This way, the Not Much Help Desk can just delete all the office complaints. Since the folks dealing with the malfunctioning office computers were not given anyone else to contact, IT can say that, to their knowledge, the office computers are working fine.

After all, someone would have let them know if office computers were malfunctioning, right?

It's devious.


It's stupid and ill-thought out.

Your choice.

Meantime, I'll be showing my students how to put together the pictures for their States Projects today. We use Winodws Movie Maker to assemble the project. I'm always a little scared* by this process: will they listen? Or will I have an entire class of projects that include the further adventures of the Sux (Sioux) Indians as they hunt the Bee-joan (bison) in the weed fields of Kansas and attackt their mortal enemies, the Apashays (Apaches) in the vast pine forests of Arizona, which are ideal for family hiking, what with their huge inland lakes.

*I originally typed "scarred" here. It's appropriate, too.

We'll also have a quiz about -ed and -s endings. The student who has been absent the midterm and all but one quiz? Will she show up? Ooo... the tension!
oxymoron67: (history)
We went over the rules for the pronunciation of -s endings.

These are remarkably similar to -ed endings.

1) If a word ends in a voiceless sound, the ending sounds like an /s/. Exs: Mike -- Mike's and bath -- baths

2) If a word ends in a voiced sound, the ending sounds like a /z/. Exs: Ann -- Ann's and play -- plays.

3) If a word ends in a sibilant (/s/, /z/, -sh-, -zh-) OR an affricate (-ch- or -dg-), the ending sounds like /Iz/. Examples: place -- places, judge-- judges, watch -- watches.

The native speakers had serious trouble with this. They were all saying "But this makes no sense. It all sounds the same to me.: This makes sense: we don't really pay attention to what we do*.

We also went over the St. Crispin's Day Monologue. Words that gave my students issue: covetous, Exeter, Westmoreland, Salisbury, Talbot, and many others.

I actually like doing this. At first, I get to see who went over it ahead of time, then, as the class looks at the piece, more students ask questions.

Then they asked me to do read it myself. That's cool. I did, and for a cold reading, it wasn't bad. I would have given myself a B or B-. Of course, if I were doing it for a grade, I would have re-recorded it.

However, it was better than what my students could do with it (at least as a cold reading: with practice, several of them are quite good).

We also discussed how to read this. I told them these things:
1) Not a sad piece. Do not read it as such.
2) Make it interesting: this is supposed to be a speech to encourage an army to go into battle.
3) Also, I am going to have to listen to 25 of these things. DO NOT BORE ME.

Finally, I announced next week's reading The Gettysburg Address. (The student who has Pennsylvania gasped because she finally realized that Lincoln never actually MOVED to Gettysburg, he just gave perhaps the most famous American speech there.)

Next week? Rhythm!

*This, by the way, is why no one should rely totally on native speaker intuition. Most of the time, native speakers don't hear/recognize the subtleties of their own language.

Oh, and the student who is always absent on test day? She claims that this isn't true. Despite all evidence to the contrary. Because I'm stupid and unobservant, apparently. On the other hand, the extra two days? They didn't do her any good. She bombed this quiz so badly that I'm amazed wasn't a crater left behind.

Which I don't get. I don't get why ANYONE failed this quiz. I actually told them EXACTLY what was going to be on it. Seriously. No tricks, no ambiguity. I told them what to study and the format.

And yet... several failed SPECTACULARLY.
oxymoron67: (Default)
1. Pennsylvania has two very famous people, Benjamin Franklin and Abraham Lincoln.

2. The Prayer Tower is a late Google design-influenced tower located on the campus of Oral Roberts University in Tulsa, Oklahoma.

3. According to FEMA recent all most every year Oklahoma had some disasters.

4. There are absolutely no tourist attractions in Montana.

5. No one, not even Native Americans, settled Kentucky before Daniel Boone.

6. The American Revolution was actually just a riot that occurred in Rhode Island.

7. Also, despite being a colony of England, Rhode Island was never part of any country besides the U.S.

8. The Germans fought the British in Vermont in the Battle of Benington.

9. North Carolina is SURROUNDED by water.

10. Massachusetts, despite being a colony of Great Britain, was never owned by a country other than the U.S.A.

11. The Battle of Trenton, NJ took place in Delaware. (It was outsourced, maybe?)

12. South Carolina was hit by Hurricane Ophelia in 2005, Tropical Strom Hanna in 2010, and is now feeling the effect of Tropical Strom Nicole. (That's right. Now. In May.)
oxymoron67: (Default)
So... we reviewed the vowel sounds and discussed things like diphthongs and tense vs. lax vowels.
More language stuff! Plus a smackdown! )
oxymoron67: (Default)
Before the lulz begin, a brief comment: many of my students, even some of the ones who are quoted here, did good to great jobs.

Seriously... the student who had Maryland actually visited the place. The photos are all hers, and she discussed what you can do when visiting Annapolis. *THAT* is dedication. (For added fun, whenever she appeared in a photo, she photoshopped the word "ME" into the photo with an arrow pointing to her. I loled.)

Still... there were some interesting things...

1) (Some random) college offers majors in concentrations and minors in programs.

2) Rhode Island was the last of the colonies to become independent.

3) In Idaho, you can see the ocean floor.

4) ... and this hall contains the flags for all the provinces of the United States.

5) This beautiful forest is full of beauty.

6) ... visit Fort Sumter, where the first Civil War was fought.

7) Welcome to South Carolina, one of the United States' many most beautiful states.

8) This is a famous lighthouse, and people visit it because it is famous.

9) Maine is divided up into 26 countries.

10) Russia explored Louisiana.

Meantime, I have a new favorite reason why a student should get a higher grade than he/she deserves. Here is the dialogue from last Thursday:

St: Professor
Me: Yes.
St: Do you think I could get a B in this class?
Me: Maybe.*
St: I'm just asking because I paid for this class.
Me: Uh-huh.
St: I'm not on financial aid. I paid for this class, so I need a B or better.
Me: Do well on the final and the states project and that will happen.

Paying for the class should, apparently, guarantee one a B. Who knew?

*This student's grade is in the B-/C+ range. A B is not out of the question, though I think it unlikely.
oxymoron67: (Default)
The States Project is due on Thursday. Using Windows MovieMaker (or iMovie, of they work at home with a Mac), my students have to put together a two to three minute presentation on their state with photographs they find online and their narration.

Since it *IS* a research project, they have to put their sources in their end credits.

The first time I did this I tried to require MLA style citations for this.


So, I just require the list of websites where they got their info. It's something.

This is not a difficult project (from a technical standpoint. I am surprised at the results of their "research."). It can be time consuming, though.

As a result, they had last night to put it together.

Of my 25 students, three finished. Another ten or so are well on their way and will be fine. The rest? You know, there is only so much I can do.

My students DID seem to get offended when, after noticing that over half of them were not working on their projects, I said, "You realize that this is due at the start of class on Thursday. Why are you all just sitting here with your thumbs up your asses*?"

Don't care.

Tomorrow;s class, wherein we see the States Projects, should be interesting.
oxymoron67: (Default)
I just don't know. Well, that's not true. Some of them... I can see where the student was coming from.

1. Little Johnny showed xenophobia towards the clowns at his birthday party.
2. The House of Representatives are the oligarchy of the United States of America and its states.
3. The government is the monopoly of the weapon supply given to the soldiers in the war.
4. The United States is a state of sovereignty because the government is chosen by the people, except when Bust was president his first term.
5. This school is represented by an Oligarchy in which a small number of people decide the Curriculums chosen for the school.
6. “The Prisoner of Azkaban” is a continuum of the Harry Potter series.
7. Rosemary was my renaissance friend that I met in this country.
8. She offered a very disingenuous excuse for missing the test.
9. Strangely he suffers from xenophobia of cats.
10. The Yankees continuum reign of dominance has been broken.
11. It is not plausible to annotate the works of Plato without foreshadowing research.
12. Violent sports often foreshadow major injuries to the body.
13. In New York City the subway system is continuum of underground tunnels.
14. NYPD has to stop the continuum of murder cases in Manhattan.
15. I am irrelevant of my own problems.
16. His lent period of alcohol was subsequently followed by his stomach being pumped.
17. The Bourgeoisie has an oligarchy government.
18. The Apple Store has a great monopoly in the stock market.
19. I use synonyms to describe my feelings.
20. Marie foreshadows her paper before it was due.
21. A synonym is using bad language.
22. Let it serve to foreshadow an encounter still unknown.


oxymoron67: (Default)

October 2013

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