Blog #7: Joshua Zaborowski

Part 1:
Paper #1: "Leader Creon"
The sentence pattern that I noticed the most that this student was using was "compound sentences." In addition the student also had great usage of different lengths of these compound sentences. For example the student wrote "I would like to apologize for my actions and I would like to make it up to her by giving her a home and a special spot at the throne by my side." This was a very long compound sentence, compared to the following short compound sentence: "This shall be a special wedding and I will like to honor them." I believe that this is what the student is trying to experiment in terms of writing. I believe the student is trying to get away from only using simple sentences. Overall, I would say that this student is at the beginning stages of convention understanding. With some work on their punctuation's and sentence flow this could be a great paper.
Paper #2: "Antigone"
This paper had a great variety of sentence structures and even played with question usage throughout the paper. I believe that this student was playing with the questionnaire sentences because it was a popular convention. For example he used it back-to-back at one: "I am suppose to be stuck in this cave so that the Gods can save me but what is the point in dragging out my death? Why should I suffer when all I wanted to do was help?" The student did a great job in using both compound and simple sentences to have a good flow, making it a easy and enjoyable read. Overall, I believe that this student has pretty good convention knowledge. I believe that with some work on punctuation use (commas, quotations, etc.) that this paper would be excellent. However, I also think that this student is ready for complex sentences and more advanced material to take their writing to the next level.
Paper #3: "Haemon"
This paper was one that had lots of good things going for it. It had a good variety of compound and simple sentences. I was most impressed with the flow of the content and how it was easy to follow. I noticed that for sentence patterns that this student was compound sentence heavy. The reason being is because I believe that they are trying to get all of their thoughts out in one sentence. However, at one point they did a great job using the short,simple sentence to make a great statement. "Though this is not right." This was my favorite line of the entire paper. It was powerful and was a good change compared to the other sentences. I believe that this student has a good start of knowledge when it comes to conventions. I believe that they just need to practice more and try out new strategies. Based off of this, I also believe that the student was playing around with the questionnaire sentence. In this paper there was a spot where they should have put a question mark but didn't. Example: "Is it right to argue with a prophet who says that the Gods are angry with his law." Overall, I believe the student has a great start and with more guidance and practice will create some fine pieces of work.
Part 2:
I have no real concerning questions about these papers, I really wasn't a fan of how the teacher marked on my first paper, because it made it more difficult for me to edit and read. For this class I would like to work with them on punctuation's mainly. I believe in teaching these kids how to properly insert commas and quotes (mainly) that it would make a huge difference in their writing. In addition I would work with them on sentence variety. Letting them know that it is still okay to use simple sentences. I believe they were all using compound sentences to frequently, but that could have been their objective the whole time. Overall, I believe that this class has a good start and with a little more guidance could be turning these papers into the next level.
Part 3:
The two patterns of the week I would like to focus on are as followed: Acronyms and Oxymoron's. The reason in which I would like to work on these is because I believe these are two overlooked tools of writing and can be effective in spicing it up and making it unique.
The first pattern I will be working on is the acronym. The following piece is a copy and pasted Social Media conversation. The reason in which I chose this is because social media is part of our everyday lives now and this shows how grammar tools are included even in informal settings. "OMG that was the longest day ever." (Oh my god) "Yeah I know thank god its over, btw (by the way) I really miss you." "I miss you more....ttyl" (talk to you later) [Acronym] This is how acronyms are used informally, but in reality these are used for our government, formal speeches and everyday life. Another example is the term SEAL: which stands for the Navy's sea, air, land team.
The second pattern that I will work on is oxymoron. I've chosen a few sentences from a few pieces of my work that show this pattern is used in academic writing. "The L.A. streets were organized chaos." (Chris Richardson, Representing the Hood.) [Oxymoron] "The woman look extraordinarily weird." [Oxymoron] These are two examples of how it can be used. It can also be used it lots of different ways as well.
I chose these two patterns because I believe that they will make peoples writing more fun, enthusiastic and overall better. Different pattern types such as these may seem informal, but can be a powerful tool in changing cliche writing.

Non-Blog #2: Australian-English: Joshua Zaborowski

For this World English project I want to focus on Australian English. The reason in which I chose to do my project on this type of English is for a few reasons. The main reason being is because it is one of the most chosen or requested places for college students to study abroad too. In addition to this I have a historical background in dealing with or staying with Australian foreign exchange students. The main guiding question I am going to be working with is "How do you teach students to value the variety of World Englishes." I am going to link my main focus to this question by taking the following approaches towards my future students: 
1.) Teach my students that by learning other World Englishes that they will be able to understand their own English dialect better, because they will see how these different dialects directly affect each other.
2.) In addition I will be showing them that by studying a different English dialect that they have interest in, that it will make them more inclined to learn more than what they thought existed in the English language.
More based for my teaching preferences the reason I want to do my project on this is because I would really love to teach in Australia someday and believe that by studying more into their English ways it will allow me to be a better teacher for them. I would like to focus on the grammatical differences between the two English dialects and in addition focus on the social implications. (The reason I want to focus onto both is because I have great information from this YouTube sensation that explains both of my focus') For the presentation portion of this I am going to be creating a PowerPoint that will contain YouTube clips, clips of my incredible skills and last of all valuable information with great pictures. 
The three sources I have found so far that will essential for my project are as followed:

YouTube Source: His username is TabloidJunk and I will be using a few of his videos throughout my presentation.
Australian Government Source: http://australia.gov.au/about-australia/australian-story/austn-slang
The sources used for this story- 

• Baker, S 1983, A dictionary of Australian slang, 3rd Edition, Currey O'Neil, Melbourne
• Johansen, Lenie 'Midge' 1988, The Penguin book of Australian slang: a dinkum guide to Oz English, Penguin Books Australia, Melbourne
• Laugesen, Amanda 2002, Convict words: language in early colonial Australia, Oxford University Press, Melbourne
• Wilkes, G A 1996, A dictionary of Australian colloquialisms, 4th Edition, Oxford University Press, Melbourne
• Wilkes, G A 1993, Exploring Australian English: an expert humorous look at uniquely Australian idiom, ABC Books , Sydney

Article Title: 

The development of Australian English – Dan

by LUCA LAMPARIELLO

http://www.thepolyglotdream.com/development-australian-english/

The reason these sources are very good is because there is scholarly articles that go into depth on the development of the language as well the slang terms that are used in everyday life. In addition the YouTube source goes into comparison with the American English dialect which will help my presentation a lot to show comparisons in how English has developed across the world. 

Part 1: An English Speaking World: Joshua Zaborowski

I was assigned Part 1: An English Speaking World and it was giving information on the development of modern English. Throughout the film it was showing examples of how English is a neutral language and how it is the most used and being learned language in the world. For example, In India there was a huge debate on what was going to be the main language throughout the country and it ended with English being the best option against the language of Hindu. This was baffling to me because I really had no idea that countries such as this on the eastern hemisphere were making these types of decision on language. In addition to this, the film also talked about how business, politics and law throughout the world’s countries are being done in English. This too me was very interesting because it shows that any important business that needs to be taken care of is taken care of in the world’s neutral language. I liked in the film how they talked about Public School English. The fact that they could get students from different areas and have their English tongue switched to all match one form is quite impressive. It also stated that once the British English started to die off that the American English gave it a rebirth, but now it has become bigger than its original “parents.” Going off of this note, the film also talked about how American English allows for more “slang” to be included in the dialect than does British English. I liked how they gave interviews to teens and young adults in America and explaining “slang” and how they use it in everyday conversation. These slang words that were talked about are still being used in today’s society. (Shows the growth of the English language even in modern terms) One of the most intriguing parts to me however about this documentary was when it started going into detail about the Chinese. Chinese is the second most used language in the world and it has more people in China speaking Chinese than our whole American population. Yet, there is huge portion of their population learning English because it is considered the worldwide language and “key to success” language in terms of job opportunities and such. This made me link the fact that the Chinese economy and workers have such a high success rate because they are very educated in language; giving them the advantage over the competitor workers. Overall, this film made me realize how the English language has developed and not only affected a nation or two, but the whole world as a whole. My favorite term used was when the host Mr. McNeil stated “the varieties of English not dialects.” This statement was neat because it was showing that English is all basically the same, it just contains different specifics.  

Week 6 Blog Post: Joshua Zaborowski

When reading Delpit it really opened my eyes up to a whole new world. It showed me the negative stereotype that “ghetto” and “Ebonic” language dialects receive. What I enjoyed most about this article was the fact that Lisa Delpit didn’t just complain about the situation, but instead explored what was causing this problem and how to fix it. The example I found intriguing was the one concerning her daughter Maya. Delpit didn’t realize the seriousness of this issue until it was in her own household, this isn’t saying that her daughter had a problem or anything it was just the start of her research. Throughout reading this article I found it eye opening concerning the correlation between a child’s native tongue and their self-esteem. I had never seem to noticed that the children I went to school with that had the least self-esteem were indeed the ones who had speech problems or spoke a different dialect of English. This being said I was encouraged as a future teacher to make this problem go away. It was refreshing to see somebody take initiative and find a way for students and children to incorporate their home language into the English language. Culture is a very important aspect in life for people and being able to combine that along with learning will allow for a better success rate. All we future teachers have to do is make it fun, flexible and welcoming. If we can succeed at this then we will be onto a better and brighter future not only for education, but culture and youth’s self-esteem.

For this blog’s revisions instead of re-writing out the whole paragraph above, I am going to be picking a sentence then switching into one of our sentence patterns of the week. This way it is much easier to follow my changes and for reading purposes as well. The first revision I believe that could be made from my original response is as followed: “What I enjoyed most about this article was the fact that Lisa Delpit didn’t just complain about the situation, but instead explored what was causing this problem and how to fix it” could be changed to I enjoyed that this article was a problem to resolution piece of writing. [Changing a long sentence into a much shorter one] Another revision I believe that would suit well for this week’s sentence patterns would be to emphasize the word “culture,” so to do this I made the following change:”… their home language into the English language. Culture is a very important aspect in life…” changed into their home language into the English language. Culture. A very important aspect in life. [Incorporating one word sentences] This allows for the word I want to emphasize stand out a great deal more. A pattern I could include without changing anything could be the sentence: Maya learned a new dialect. [Simple sentence] This would be good to include when I bring up Maya in my original response because it includes a little more information, but doesn’t go off topic. The next revision I would like to make for the response up above is changing the third sentence into a compound sentence, and here is how it would be done. I enjoyed reading about the articles problem, but also the solution to fixing the problem. [Compound sentence] For this revision I took out some words and added a few to make it a compound sentence; this adds some sentence variety and allows me to work on the patterns of the week. These were the 4 main sentence patterns I wanted to concentrate on because they were the ones I included the least in my response or didn’t include at all. When looking through my original response I didn’t add any more long sentences or complex sentences because they occur a few times throughout. Overall, for this post I wanted to concentrate on the patterns I don’t use to often and in addition I found it difficult to include some of these patterns when revising my own work. The reason being is because when I read over my own work it sounds perfectly okay in my head, but when I read it out loud I can see the areas in which these patterns would make sense to insert into. 

Week 5 Blog Post

In this week 5 blog post, I will be concentrating on mostly just two of the patterns of the week. The main two in which I will be practicing the most is using [Complex Sentences with the dependent clause coming after] and [Use of a repeated word, phrase, clause or sentence for emphasis or stylistic effect] I will still however, be touching a little on patter one; [Complex sentence, but with the dependent clause occurring first] The reason being is because I noticed in my writing I usually have the depending clause occur first, so I would like to work on it coming second (add more different types of flow to my writing). The first pattern I will be playing around with is pattern number three. For this pattern I am using lyrics from a popular song currently; Dark Horse by Katy Perry featuring Juicy J, the lyrics are as followed: “This love will make you levitate, like a bird, like a bird without a cage…If you choose to walk away, don’t walk away.” [Use of a repeated word, phrase, clause or sentence for emphasis or stylistic effect] In this example Katy Perry uses a repetition of two phrases; both “like a bird” and “walk away” to cause emphasis on her message for which is stating. She doesn’t want the man she is talking about or too, to walk away and to stay with her. This is a great example of repetition and how it can be effectively used. The next pattern I would like to focus on is pattern number one.         For this example I have a sentence that is from Shakespeare class last semester. After she found out the truth, she decided to take her own life away. [Complex sentence, but with the dependent clause occurring first] The reason this sentence has the dependent clause coming first is because the word “After” is the clause coming first, and in the independent clause is the second part of the sentence and it’s a sentence that doesn’t need any support to be an actual sentence by itself. Moving onto the final pattern for the week; this pattern I want to include more in my writing. Keegan got suspended from school, after he got in a fight with the two kids on the playground.   [Complex Sentences with the dependent clause coming after] This is a sentence I took from a writing prompt in class from English 302 last semester. The reason I want to include this pattern more often in my writing is because I never put the dependent clause “after,” I am always using pattern number one. This pattern included more evenly with pattern number one allows for my writing to my diverse and create different flow patterns.  

Week #4 Blog Post: Joshua Zaborowski

For this week’s blog post I would like to practice and use all three of the patterns for the week. The reason which I am doing this is; is because my writing could use all of the patterns possible to make it more unique and intriguing to read. I would ultimately like to focus on the rhetorical fragment pattern due to the fact that it could put more tone or emphasis in vital sentences throughout my writings. To start off, I would like to work with the pattern of “compound sentence(s).” The example I am presenting is a sentence I just recently used for my English 339 class. Mookie kept running his mouth, and it caused him to get beat up. [Compound sentence joined with a comma+FANBOYS/Coordinating Conjunction]. To me when I wrote this sentence I didn’t even think twice about it even having a rule or pattern that it followed. However, after going over compound sentences in class it slowly makes me realize that compound sentences are a huge part of my writing; just like the sentence above. The next pattern I would like to address is using a rhetorical fragment. Now since I never really use this type of pattern in my writing I looked an example up online to analyze. I wish you would apologize for breaking my heart. Yet you never will. [Rhetorical Fragment] This example matches the example that was given in our directions; however the only difference is that in this example it is talking about another person as well, not just the speaker itself. Lastly, I would to practice using the “objective-case pronoun.” Just as the last pattern I talked about, I never have used this type of writing that much either. So instead of looking one up this time, I actually wanted to practice it and make one of my own. For this pattern I made up the following example: You want to go to the dance with whom? Or it could be reworded like this; whom would you like to go to the dance with? [Whom used in the object slot] This I believe is a good pattern to include into my writing because it adds a different writing style for my sentences. Now that I have covered the writing patterns for the week; I would now like to address my “Daily Oral Language” exercise example. My exercise was to “Conduct a sentence dictation activity.” A good example to introduce this to the class I believe would be too use a Shakespeare quote because the example from the packet states “Slowly read a sentence written by a published writer to students- then student write down what they hear and attempt to punctuate the sentence...” The quote I would use is “Where art thou now” because it’s a sentence in which students would analyze and have different opinions about. I believe a good gateway for understanding this concept.   

In this blogging post I will be addressing Patterns number 2 and 3: A list without the final "and" OR a list with all "ands" and no commas and use of the reflexive pronoun to refer to someone/something else in the sentence or to show emphasis. The reason in which I want to work on these patterns for the week is because for one I have never really used pattern 3 in my writing at all and it will give it a new technique to spice it up and make it better. Secondly, I’ve never formally used pattern number 2 correctly in my writing. I believe working with these patterns it will give my writing much more depth and seem more professional.

Starting with pattern number 2 here is a sentence that I have taken from English 339 class this semester: The boy was nothing more than a loser, coward, thief and most of all a disgrace to his family. [A list without the final “and” OR a list with all “ands” and no commas] Now this sentence when I was writing didn’t even cross my mind of how it could be written differently because it had been the only way in which I wrote lists. However, now looking back on it here are the two other ways to write it: The boy was nothing more than a loser and a coward and a thief and most of all a disgrace to his family. [A list without the final “and” OR a list with all “ands” and no commas] Or I could have done all commas instead of the “Ands” approach. I believe that in using these two different styles of making lists it will allow for my lists to have more emphasis and meaning because it will stand out to the audience more.

Next with pattern number 3 I took a sentence away from my Teaching and Learning 301 last semester and picked it apart. It is as followed: I see me as being a good role model for my students. [Use of the reflexive pronoun to refer to someone/something else in the sentence or to show emphasis] When the sentence should be structured as the following: I see myself as being a good role model for students. [Use of the reflexive pronoun to refer to someone/something else in the sentence or to show emphasis] After knowing how reflexive pronouns work, it has made my grammar in my writing technically correct. Learning this in class has helped a ton because now my writing can take a step in the direction to becoming even better.