spontaneous punctuation

This week we dug a little deeper in the parts of prepositional phrase, sentence patterns, and the pronoun case. In addition to this, we also learned about "fanboys." Which was actually a really useful tool! I never really thought about putting commas before some of the words "fanboys" stands for. I even applied these rules to a current essay I produced. We also finished reading about the story of "Dora" and how kids struggle with punctuation and why. Honestly, I had a really hard time getting through the second half of the article. It was super dense and very repetitive. I fell like each section was like, "punctuation is hard. . . and this is why" only with a different story to follow. Even though we had a Socratic seminar about the article (which I always love a good discussion), I almost feel that other students felt the same way I did about the article. We did generate discussion, but not like we did last time. I feel that the class struggled, and therefore, didn't really know what to say about it. Anyway, before leaving last class we were posed with a question: "when do you actually notice punctuation and think about what you're doing?" Well, the answer to that question is spontaneous punctuation. I don't really think about what I'm doing unless I have a complicated sentence that I'm trying to form. Honestly, everything else just comes naturally to me and I don't really think about it as I'm typing or writing. I don't see it as punctuation, I guess. I see it as part of the word, part of the spelling, part of its very essence! Overall, I felt that discussions were good this week and there isn't anything I have questions about or don't understand. It was smooth sailing for me this time around!

Question of the week: Than or then? Barbara mentioned it in class this week and now I'm confused and worried that I may be using it wrong! Anyone want to clarify for me?

dora the explorer

So this week started off with going over sentence structures by identifying subject, verb and direct objects to determine whether the sentence was transitive or intransitive in The Evergreen. I really liked that we touched upon these again because I feel that even though I do understand these concepts, that they're something I could easily forget. So by constantly doing exercises I feel that these rules of identification will finally stick in my head and I'll never forget them. On top of that, it'll just make me more comfortable with the whole idea of transtitive and intransitive verbs/sentences. On Wednesday we read about Dora . . . the fictional girl with grammar issues. Instead of just having lecture or normal class discussion we tried out the socratic seminar as a whole group this time instead of fish bowl groups. I really liked doing the seminar as a whole instead of fish bowl style. I feel that I could jump in a lot easier and had a lot more to talk about. I especially liked how the conversation turned from a positive view on Dora's learning to a negative view. I love hearing what other people have to say because it usually opens up entirely new doors in my mind. I feel that the socratic seminar is a great way of learning new opinions and ideas without having that limited feeling when it's just you and the teacher having a conversation. I've been using seminars since high school and I always loved the way they functioned . . .they feel limitless. As for not understanding anything that happened this week, I really understood the purpose of everything. Again, as mentioned previously, I would still like to continuously work with the whole transitive and intransitive verb sentence concept until it's stuck in my brain for the rest of my life. Other than that, I felt this week was a great learning experience for me and as I'm sure, many other students!

Question of the week:
What's the difference between "i.e" and "e.g"?

"so you can only goove intransitive? you can't groove transitive?"

This week I wasn't really sure what to expect. I was a little nervous because I had missed a class last week so I thought that I may be behind and I wouldn't understand the concepts being discussed. On top of that, Barbara said that Wednesday was the most important day of the semester . . . and I thought, probably my life. So I was a little nervous considering the dramatic reminder of how Wednesday was important. I didn't really know what was coming. But then, Wednesday came . . . it was amazing! In fact, it was probably one of the best days I've had in grammar thus far. Not only did we learn about sentence structures and what makes them up, we got to do it with magnets! Yes, magnets! Who would have thought of such a brilliant idea?

I have to admit that I learned a lot this week. Now don't get me wrong, I wasn't completely clueless before, but pretty close when it came to the whole intransitive and transitive sentences with direct objects, etc. I knew they existed and I knew they were in there . . . I guess I just didn't really know how to break them down to what from what. Doing the magnetic poetry exercise really helped me decode sentences and make them up. Especially since it was with a Shakespeare theme I had to work extra hard. As far as not understanding anything this week in class, there really wasn't anything that I don't understand. I would like to do more exercises with the intransitive and transitive sentences to make sure that I am a wiz at it, but other than that there's really nothing I had a hard time comprehending.

Question of the week:
How do I figure out which verb to use in sentences like, "this is one of those situations that drive/drives me crazy"?

moving forward . . .

So far in this semester I have to say I've learned quite a bit in grammar class. Not only have we pushed the limits of apostrophes and how they work, but we've also discussed how certain editors choose to use them. I especially like the idea that we're learning this not just by lecture, but by hands-on scrap booking! I never thought that learning grammar could be so fun or interesting. I actually love going to class and knowing that we're going to be learning about apostrophes, dashes and ellipsis, etc. instead of dreading the very idea of them. I also never really paid attention to how editors of magazines chose to lay out their material. It's interesting to see how different editors have various ticks and obsessions that they go by to specifically mark whatever magazine they work for as, "theirs." Although I was missing from class one day and I can't really say what we did, I am happy to say that today when I took my WEST-B there were plenty of questions that had to do with grammar in the "writing section" that made up for my missed lecture on Wednesday. I had to know adjectives, nouns, pronouns and so forth. It really made my brain want to blow up, but I feel like in the end, the constant bashing of these will pay off, well, I know they will. Again, anything that was discussed in class this week I was home sick and missed the lecture. But, I'm sure what ever we did cover is something that I probably need to learn more about! I'm looking forward to discussing more about the parts of speech and when and how to use commas at the right times! The commas problem just keeps popping up for me and I need to figure out how to manage or fix my obsessions with them!

QUESTION OF THE WEEK:
As I was taking my WEST-B, I noticed a lot of questions that had to do with sentences being too "wordy." Honestly, I had a hard time figuring out what was too "wordy" and what words could have been changed (that weren't obvious). Does anyone have any ideas on how to eliminate "wordy" sentences without taking away from the paragraph?

understanding grammar

As an English Major I constantly find myself correcting my own grammar. As it can be overwhelming for anyone, I feel that it is important, as future teacher to understand every bit of grammar possible. Because how can one teach to others what they are unsure of or do not know? I am not only taking this class because it is required, but because I need to know how explain parts of the English language.I feel that my biggest issue has to do with my over usage of commas. I've never had a teacher or professor tell me that I've been using, or have used them wrong. It's just that I have never really been sure if I am using them right. I guess I just put them wherever I feel they should go or feel like they fall comfortably. And, whenever I read over my blogs, essays or journal entries, I notice that there's commas every where!In addition to my addiction to commas, I really want to know how to break apart sentences and know what each part is called (antecedents, prefixes to words, etc). I remember in school learning them, but I never really learned them. I figured, I know how to write a sentence, why do I need to know what the parts are? I now regret not parking those parts into the back of my brain. I think that by knowing parts of the sentence I will be able to choose the right words and have the ability to create strong sentences. Also, using words in the right content are really important to me; such examples as, "lay down" and "lie down" or "farther" and "further." I just have a hard time knowing which ones should be used for what type of sentence. Hence, wanting to know the parts of a sentence.Overall, I just want to suck up as much as I can about grammar. I want to be able to use commas without thinking that they just may be in the wrong places even though Microsoft Word says they're not. I'm looking forward to finding out how to use grammar correctly and to see how my sentences, word choice, and papers becomes magnificent pieces of art over the semester (as I'm sure there is already a lot of errors with this blog).

Question: Whom or who? Does anyone have any suggestions on when and how to use the two?