Hola Readers,
In class, we continue our journey towards English usage awareness by briefly reviewing reading strategies: scanning, skimming, and close-reading. This is a good review especially when I take the GRE Literature Subject Test this October.
Scanning is used to look for specific answers. It is usually prompted by questions ( including word clues ), and it can be located in the bodies of paragraph, footnotes, bold (emphathetic) words, and illustrations. The usual phrases and keywords that signal specificity include: for example, parts of text, kinds, types, year, and number.
When one is skimming, one is looking for general information. The title of the text can give readers a general idea of the text. The introduction and conclusion also summarize ideas. Questions asking for reasons ( the whys ), attitude, procedures, paraphrases, and importance can be best addressed through skimming.
In doing a close-reading, it's important to locate a thesis ( including a subject topic and controlling idea ) that is arguable and discussable. The reader also analyzes the author's attitude, purpose, and audience ( using evidence from the text or common knowledge ), while drawing from one's background knowledge.
Friday, July 1, 2011
Random? Quantum Science, The Little Prince, and Teachers
Namaste Readers,
As I worked with Runner J on his MAs Thesis, I'm (re)learning various science concepts. Who knew that something as disgusting ( at kadiri 2 da max ) as wastewater and septic tanks can be interesting ( plus the juxtaposition and collaboration between such inorganic technology and a more organic technology, such as a constructed wetland ) could be interesting. With updated knowledge about solar energy and ultraviolet, I'll never look at fluorescent lights and public water fountains the same way again.
I'd ask questions and he'd answer them in Tagalog, English, Taglish, illustrations, analogies, and stories. One minute he'd talk about history, then reverse engineering, and then reminisced about the time when as a child, he'd play with contained Mercury in thermometers. This Mercury may appear stable/in place, but it's continually evaporating and expanding; our naked eyes just can't detect it.
"Anything that small or nano," says Runner J, "deals with Quantum Science." [ I thought about Quantum Physics/Mechanics/Leap, time traveling, and light traveling at a blink but only superficially.] And because I just finished re-reading Antoine de Saint-Exupery's The Little Prince ( in Tagalog ), I just had to share an apparent parallel: "That reminds me of a quote from this book, which states that anything essential to the heart is invisible to the eyes."
The conversation turned philosophical ( how does one measure "determination" or "courage" OR the internal workings of a brain that uses memories and other mental pictures to translate ideas from French-English-Tagalog ), then speculative ( about adopting small communities using one's capital as a Billionaire to make it "Green-eco" friendly and self-sustaining, and investing in preventative measures to provide basic healthcare instead of spending billions of money for expensive medicine ), then political and advocacy.
The minor consequences will eventually build up and catch up, but as Runner J pointed out the "pressing issues" are priority numero uno. Even with all the information and knowledge in the world, there are only a few who are truly informed, and even if this informed group tries to communicate using the layman's language, the recipients of the message may not be adequately educated to understand. "It boils down to education at the grass-root level," says Runner J. If only the CURRENT World Power/Leader (U.S.) recognizes/appreciates/SEEs the value of Teachers ( after all there are “hearts” in Teachers ) to shape the world and the next generation for a better now/tomorrow.
As I worked with Runner J on his MAs Thesis, I'm (re)learning various science concepts. Who knew that something as disgusting ( at kadiri 2 da max ) as wastewater and septic tanks can be interesting ( plus the juxtaposition and collaboration between such inorganic technology and a more organic technology, such as a constructed wetland ) could be interesting. With updated knowledge about solar energy and ultraviolet, I'll never look at fluorescent lights and public water fountains the same way again.
I'd ask questions and he'd answer them in Tagalog, English, Taglish, illustrations, analogies, and stories. One minute he'd talk about history, then reverse engineering, and then reminisced about the time when as a child, he'd play with contained Mercury in thermometers. This Mercury may appear stable/in place, but it's continually evaporating and expanding; our naked eyes just can't detect it.
"Anything that small or nano," says Runner J, "deals with Quantum Science." [ I thought about Quantum Physics/Mechanics/Leap, time traveling, and light traveling at a blink but only superficially.] And because I just finished re-reading Antoine de Saint-Exupery's The Little Prince ( in Tagalog ), I just had to share an apparent parallel: "That reminds me of a quote from this book, which states that anything essential to the heart is invisible to the eyes."
The conversation turned philosophical ( how does one measure "determination" or "courage" OR the internal workings of a brain that uses memories and other mental pictures to translate ideas from French-English-Tagalog ), then speculative ( about adopting small communities using one's capital as a Billionaire to make it "Green-eco" friendly and self-sustaining, and investing in preventative measures to provide basic healthcare instead of spending billions of money for expensive medicine ), then political and advocacy.
Thursday, June 30, 2011
GRE Review: fun readings for review
How R U Readers?
When I chose some of the books I included in my creative GRE Review, I think all I did was look around my mini-library and pick novels, which I haven't read and that according to The Princeton Review's "Cracking the GRE..." practice book fit the subject matters: American, British, Continental, Classical, Comparative, Modern ( post World War II and Literature in English from around the World ) etc..
I took out several Norton Anthologies I collected during my BA years ( American Literature A-C, British A, and Shakespeare ). Since most tests are about strategies instead of knowledge and application (sadly), I plan on reading the intros, summaries, and sample of texts when it's closer to test time. I also know I won't retain that much information in such a short period of time, so by focusing on American and British Literature ( which according to the practice book covers 70% of the test's content ), there's a greater chance that I'll get a "passing" grade.
For the rest of the content, I would have to rely on my exposure to various Literature in my ongoing English career. So why not have fun, diba? Obviously I didn't bring these anthologies to the Philippines because if I did they would have taken up half of my luggage. I brought 6 books all small and slender, and could be stored in my carry-on ( 5 fit the criteria above if "stretched" and 1 is a wild card ).
I started with Nick Joaquin's Cave and Shadows ( Comparative and Modern with allusions to other Western Literature ); then Robert Graves' The Greek Myths: 1 ( Classical establishing motifs and variations ); then Non Campus Mentis compiled by Prof. Anders Henriksson ( Mostly for context/timeline, a humorous approach to World History, but the puns et. al. can actually further confuse me ); then Antoine de Saint-Exupery's The Little Prince ( Continental, but in Tagalog, interesting exercise of translation using images and memories ); then Jack Murnighan's Beowulf on the Beach ( Mostly British, some American, his Top 50 "Great Literary Works" ); and the wild card David G. Lanoue's Haiku Guy ( because I like haiku and the meta-haiku within ).
When I chose some of the books I included in my creative GRE Review, I think all I did was look around my mini-library and pick novels, which I haven't read and that according to The Princeton Review's "Cracking the GRE..." practice book fit the subject matters: American, British, Continental, Classical, Comparative, Modern ( post World War II and Literature in English from around the World ) etc..
I took out several Norton Anthologies I collected during my BA years ( American Literature A-C, British A, and Shakespeare ). Since most tests are about strategies instead of knowledge and application (sadly), I plan on reading the intros, summaries, and sample of texts when it's closer to test time. I also know I won't retain that much information in such a short period of time, so by focusing on American and British Literature ( which according to the practice book covers 70% of the test's content ), there's a greater chance that I'll get a "passing" grade.
For the rest of the content, I would have to rely on my exposure to various Literature in my ongoing English career. So why not have fun, diba? Obviously I didn't bring these anthologies to the Philippines because if I did they would have taken up half of my luggage. I brought 6 books all small and slender, and could be stored in my carry-on ( 5 fit the criteria above if "stretched" and 1 is a wild card ).
I started with Nick Joaquin's Cave and Shadows ( Comparative and Modern with allusions to other Western Literature ); then Robert Graves' The Greek Myths: 1 ( Classical establishing motifs and variations ); then Non Campus Mentis compiled by Prof. Anders Henriksson ( Mostly for context/timeline, a humorous approach to World History, but the puns et. al. can actually further confuse me ); then Antoine de Saint-Exupery's The Little Prince ( Continental, but in Tagalog, interesting exercise of translation using images and memories ); then Jack Murnighan's Beowulf on the Beach ( Mostly British, some American, his Top 50 "Great Literary Works" ); and the wild card David G. Lanoue's Haiku Guy ( because I like haiku and the meta-haiku within ).
Wednesday, June 29, 2011
Auditing: Bienvenido N. Santos
Comusta Readers,
Today was our 1st day discussing literary works from Bienvenido N. Santos. He mostly wrote about the experience of Pilipino Old Timers (O.T.), who were considered the first to migrate to the States in pre-World War II, around the 1920s-30s. One of Santos' points is to speak on the O.T.s behalf, and to honor and remember them for being pioneers ( before the 2nd Generation Immigrants ).
Depending where one is in the States ( whether there's a centralized Filipino community or not ) or in the Philippines, then Santos may have succeeded in his goal. I've never heard of the O.T.s until I read an essay and a sample of Santos' works for this class ( "Immigration Blues," "The Day the Dancers Came," and an essay, "Pilipino Old Timers: Fact or Fiction" which explored inarticulacy and choice-making in an unromanticized vision of America ).
Prof. C. noticed the class's judgmental stance as we read our responses ( generated by the free writing ). I was a bit intimidated by my classmates. They were throwing around literary jargons in proper context like frisbees. I understood them ( but omg, this is why I only minored in Literature ). G.I. C wrote his response, like a speech ( complete with intonations and hand gestures ); he wears a cowbody-esque hat a la Kuya Kim style, and he performs magic tricks with a 100 pesos bill ( American Flag ).
Using postcolonial lens, according to Prof. C, allows for heavy subjectivity ( making the stories OUR own ). Sometimes, the Literature articulates many provocative ideas ( maybe too close for comfort, pero dahil I'm uncomfortable, it must be good for growth, diba? ). In spite of this allowance, one must still be careful to avoid turning the discussion into a personal soapbox. It is also inevitable to historicize and sociolize ( using traditions/culture ) when reading postcolonial literature ( issue of language use whether oral-vocal or written abounds also )
Stories that are character driven and full of internal conflicts remind me of my earlier attempts at fiction writing ( fiction which according to Santos is the same as fact; the difference is that fiction has "heart," empathy and human connection ). Something new I never considered before is translating the English into Tagalog to get a clearer meaning and to speculate which meaning is closer to the intent of Filipino-Tagalog-speaking author ( oh semantics ).
Today was our 1st day discussing literary works from Bienvenido N. Santos. He mostly wrote about the experience of Pilipino Old Timers (O.T.), who were considered the first to migrate to the States in pre-World War II, around the 1920s-30s. One of Santos' points is to speak on the O.T.s behalf, and to honor and remember them for being pioneers ( before the 2nd Generation Immigrants ).
Depending where one is in the States ( whether there's a centralized Filipino community or not ) or in the Philippines, then Santos may have succeeded in his goal. I've never heard of the O.T.s until I read an essay and a sample of Santos' works for this class ( "Immigration Blues," "The Day the Dancers Came," and an essay, "Pilipino Old Timers: Fact or Fiction" which explored inarticulacy and choice-making in an unromanticized vision of America ).
Prof. C. noticed the class's judgmental stance as we read our responses ( generated by the free writing ). I was a bit intimidated by my classmates. They were throwing around literary jargons in proper context like frisbees. I understood them ( but omg, this is why I only minored in Literature ). G.I. C wrote his response, like a speech ( complete with intonations and hand gestures ); he wears a cowbody-esque hat a la Kuya Kim style, and he performs magic tricks with a 100 pesos bill ( American Flag ).
Using postcolonial lens, according to Prof. C, allows for heavy subjectivity ( making the stories OUR own ). Sometimes, the Literature articulates many provocative ideas ( maybe too close for comfort, pero dahil I'm uncomfortable, it must be good for growth, diba? ). In spite of this allowance, one must still be careful to avoid turning the discussion into a personal soapbox. It is also inevitable to historicize and sociolize ( using traditions/culture ) when reading postcolonial literature ( issue of language use whether oral-vocal or written abounds also )
Stories that are character driven and full of internal conflicts remind me of my earlier attempts at fiction writing ( fiction which according to Santos is the same as fact; the difference is that fiction has "heart," empathy and human connection ). Something new I never considered before is translating the English into Tagalog to get a clearer meaning and to speculate which meaning is closer to the intent of Filipino-Tagalog-speaking author ( oh semantics ).
ESL Practicum: Globish
Hi Readers,
According to Robert McCrum, author of Globish ( from newsweek.com ), "English has evolved in to the world's language" because of "the Internet and the global media." His assertion forecasts the practical use of English in international communication, while reminding English majors and Native Speakers to remain flexible ( not being "purists" ) in their use of the English language ( during the evolution/transition/period ).
Globish's history can be traced back in 2005 when concise uses of English were spotted in the protest posters of Muslims reacting to a Political Cartoon published in a Danish newspaper. On another side of the world, IBM executive Jean-Paul Nerriere also noticed the brief way English is spoken in Korea and Japan, thus he termed this straight-to-the-point style of using English as Globish. This type of English, also known as "Easy English," doesn't have grammar or structure ( well not traditionally standardized anyway ), but it's still understandable.
No longer in the hands of U.S. or U.K; this English is thus shaped by the world and used as a linguistic tool, which contains 1500 vocabulary words. Whether it's Globish or other types of World English ( such as Philippine English ), the "cultural reference points are expressed in English but without references to its British or American origins." It's currently in use in China, India ( as illustrated in the movie, "Slumdog Millionaire" ), and Iran ( recent protest appealing to a Western audience ).
It's gone viral thanks to the Internet and the global media. At this rate, says the British Council, "nearly one third of the world population will be trying to learn English " by 2030. This is great news for English majors out there, we'll have jobs as guardians, interpreters, and diplomats of the English language contributing to the improvement of Global Communication overall. Go Globish!
According to Robert McCrum, author of Globish ( from newsweek.com ), "English has evolved in to the world's language" because of "the Internet and the global media." His assertion forecasts the practical use of English in international communication, while reminding English majors and Native Speakers to remain flexible ( not being "purists" ) in their use of the English language ( during the evolution/transition/period ).
Globish's history can be traced back in 2005 when concise uses of English were spotted in the protest posters of Muslims reacting to a Political Cartoon published in a Danish newspaper. On another side of the world, IBM executive Jean-Paul Nerriere also noticed the brief way English is spoken in Korea and Japan, thus he termed this straight-to-the-point style of using English as Globish. This type of English, also known as "Easy English," doesn't have grammar or structure ( well not traditionally standardized anyway ), but it's still understandable.
No longer in the hands of U.S. or U.K; this English is thus shaped by the world and used as a linguistic tool, which contains 1500 vocabulary words. Whether it's Globish or other types of World English ( such as Philippine English ), the "cultural reference points are expressed in English but without references to its British or American origins." It's currently in use in China, India ( as illustrated in the movie, "Slumdog Millionaire" ), and Iran ( recent protest appealing to a Western audience ).
It's gone viral thanks to the Internet and the global media. At this rate, says the British Council, "nearly one third of the world population will be trying to learn English " by 2030. This is great news for English majors out there, we'll have jobs as guardians, interpreters, and diplomats of the English language contributing to the improvement of Global Communication overall. Go Globish!
Monday, June 27, 2011
Manila Internship: rain, rain, go away (w4)
Kamusta Readers,
So far, this week had been the most erratic, thanks to non-stop rain. When you thought it was over, it would start again. Thanks to the rain, the nite run was canceled, and the offices were closed.
I only had 1 day of class observation. Monday was a holiday in honor of national hero Jose Rizal ( turning 150 years old ), and Friday was declared Faculty Day ( which was eventually canceled because of the rain ). During Wednesday's class, I worked with Student E ( discussed composing concerns, who focused on grammar first before content ) and Student R ( discussed brevity and redundancy ). The writing process was reviewed, Philippine English ( especially the idiom "Green" or "Off Color" ), and plagiarism ( which will be enforced until graduation ) were discussed.
While in the office, I reread a revised article for the Center's commemorative book celebrating 30 years of Best Practices due for a September 2011 release. I read keeping in mind the general criteria in addition to the editorial board's suggestions. Most of my suggestions dealt with developing the section about "Problematizing the practice."
I also discussed with Secretary V the tasks for a new project that concerns data gathering about the Center's activities from the last 5-20 years. My task involves perusing evaluations and flyers to categorize types of conference themes, workshop topics, and suggested topics. Analysis will be made by Project Manager M.
Outside the office, I revised the UbD article I'm planning to submit. Director N suggested that I change most of my prose from a 1st person point of view to a 3rd person point of view to achieve distance and objectivity while retaining audience's attention. The Editing Project is finally rolling. I helped Runner J create an outline ( so we can see the overall picture more concretely ), and we discussed the Abstract and Chapter 1 of his work.
So far, this week had been the most erratic, thanks to non-stop rain. When you thought it was over, it would start again. Thanks to the rain, the nite run was canceled, and the offices were closed.
I only had 1 day of class observation. Monday was a holiday in honor of national hero Jose Rizal ( turning 150 years old ), and Friday was declared Faculty Day ( which was eventually canceled because of the rain ). During Wednesday's class, I worked with Student E ( discussed composing concerns, who focused on grammar first before content ) and Student R ( discussed brevity and redundancy ). The writing process was reviewed, Philippine English ( especially the idiom "Green" or "Off Color" ), and plagiarism ( which will be enforced until graduation ) were discussed.
While in the office, I reread a revised article for the Center's commemorative book celebrating 30 years of Best Practices due for a September 2011 release. I read keeping in mind the general criteria in addition to the editorial board's suggestions. Most of my suggestions dealt with developing the section about "Problematizing the practice."
I also discussed with Secretary V the tasks for a new project that concerns data gathering about the Center's activities from the last 5-20 years. My task involves perusing evaluations and flyers to categorize types of conference themes, workshop topics, and suggested topics. Analysis will be made by Project Manager M.
Outside the office, I revised the UbD article I'm planning to submit. Director N suggested that I change most of my prose from a 1st person point of view to a 3rd person point of view to achieve distance and objectivity while retaining audience's attention. The Editing Project is finally rolling. I helped Runner J create an outline ( so we can see the overall picture more concretely ), and we discussed the Abstract and Chapter 1 of his work.
Sunday, June 26, 2011
Dissertation: notes 7
Wendy Bishop "We're All Basic Writers..."
Students are not the only ones with writing apprehensions according to WAS ( Writing Apprehension Survey ): Writing tutors too. Those with high apprehensions have "less control over usage and written conventions." Sylvia Holladay adds that these students are "frightened by demands for writing competency, who fears evaluation because [they] expect to fail, who avoid writing, and who behave destructively when forced to write." Bishop suggests 3 methods of talking about apprehension during tutor training: literacy biography, "How I Write" essay ( to write and revise ), Synthesis ( connect discoveries from prior assingments with research and discussion ). Works Cited page leads to several journal articles ( good to check out ).
Irene Clark "Maintaining Chaos in The Writing Center..."
Clark just reminds those in the Writing Center field to never forget its "adolescent" chaotic energy inspite of its gained "adult" and established status. Discomfort is good, and so is remembering one's values, having balance between nurture and demand, staying critical ( questioning assumptions and reflecting ), and avoiding absolutes ( anything dogmatic ).
Irene Clark "Dialogue in the Lab Conference: Script Writing..."
Incorporating the writing of hypothetical dialogues into tutor training also utilizes discussion and practice efficiently. The instruction for this activity according to Clark includes: handing students with a paper wit lots of errors, prompting students to create hypothetical dialogues between themselves as tutors and as tutees. the end goal is for tutors to "discover through role-playing their own concept of a student-tutor conference." The vicarious participation leads to staff discussion, lesson in empathy, and awareness of strategies. With less pressure, tutors writing these dialogues are enabled " to think of many ideas...to conduct their actual tutoring sessions with great control... to evaluate themselves more objectively."
-Attribution Theory
Art Young "College Culture and the Challenge of Collaboration"
Young points out that within the field, collaboration may be the norm, but outside the field in the college environment, collaboration might not be as popular. This was the view in 1992, I wonder if this view persists today (2011). College is traditionally based on heirarchy so in a way "we are subversive." Nonetheless a heirarchical background doesn't usually reward risk in collaboration because it is unpredictable; it'll end in "success, failure, or something in between [thus] teachers fear collaboration, students fear it, administrations fear it."
Students are not the only ones with writing apprehensions according to WAS ( Writing Apprehension Survey ): Writing tutors too. Those with high apprehensions have "less control over usage and written conventions." Sylvia Holladay adds that these students are "frightened by demands for writing competency, who fears evaluation because [they] expect to fail, who avoid writing, and who behave destructively when forced to write." Bishop suggests 3 methods of talking about apprehension during tutor training: literacy biography, "How I Write" essay ( to write and revise ), Synthesis ( connect discoveries from prior assingments with research and discussion ). Works Cited page leads to several journal articles ( good to check out ).
Irene Clark "Maintaining Chaos in The Writing Center..."
Clark just reminds those in the Writing Center field to never forget its "adolescent" chaotic energy inspite of its gained "adult" and established status. Discomfort is good, and so is remembering one's values, having balance between nurture and demand, staying critical ( questioning assumptions and reflecting ), and avoiding absolutes ( anything dogmatic ).
Irene Clark "Dialogue in the Lab Conference: Script Writing..."
Incorporating the writing of hypothetical dialogues into tutor training also utilizes discussion and practice efficiently. The instruction for this activity according to Clark includes: handing students with a paper wit lots of errors, prompting students to create hypothetical dialogues between themselves as tutors and as tutees. the end goal is for tutors to "discover through role-playing their own concept of a student-tutor conference." The vicarious participation leads to staff discussion, lesson in empathy, and awareness of strategies. With less pressure, tutors writing these dialogues are enabled " to think of many ideas...to conduct their actual tutoring sessions with great control... to evaluate themselves more objectively."
-Attribution Theory
Art Young "College Culture and the Challenge of Collaboration"
Young points out that within the field, collaboration may be the norm, but outside the field in the college environment, collaboration might not be as popular. This was the view in 1992, I wonder if this view persists today (2011). College is traditionally based on heirarchy so in a way "we are subversive." Nonetheless a heirarchical background doesn't usually reward risk in collaboration because it is unpredictable; it'll end in "success, failure, or something in between [thus] teachers fear collaboration, students fear it, administrations fear it."
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