It's said that some time ago a columbia university instructor used to issue a harsh two-part question. One: What book did you most dislike in the course? Two: What intellectual or characterological flaws in you does that dislike point to? The hand that framed that question was surely heavy. But at least it compels one to see intellectual work as a confrontation between two people, student and author, where the stakes matter. Those columbia s dents were being asked to relate the quality of an encounter, not rate the action as though it had unfolded on the big screen.
Essay on literature - the Writing Center
Most of all I dislike the attitude of calm consumer expertise that pervades summary the responses. I'm disturbed by the serene belief that my function - and, more important, Freud's, or Shakespeare's, or Blake's - is to divert, entertain, and interest. Observes one respondent, not at all unrepresentative: "Edmundson has done a fantastic job of presenting this difficult, important controversial material in an enjoyable and approachable way.". Thanks but no thanks. I don't teach to amuse, to divert, or even, for that matter, to be merely interesting. When someone says she "enjoyed" the course - and that word crops up again and again in my evaluations - somewhere at the edge of my immediate complacency i feel encroaching self-dislike. That is not at all what I had in mind. The off-the-wall questions and the sidebar jokes are meant as lead-ins to stronger stuff - in the case of the Freud course, to a complexly tragic view of life. But the affability and the one-liners often seem to be all that land with the students; their journals and evaluations leave me little doubt. I want some of them to say that they've been changed by the course. I want them to measure themselves against what they've read.
But why am I so distressed, bolting like a refugee out of my own classroom, where i usually hold easy sway? Chances are the evaluations will be much like what they've been in the past - writings they'll be just fine. It's likely that I'll be commended for being "interesting" (and i am commended, many times over that I'll be cited for my relaxed and tolerant ways (that happens, too that my sense of humor and capacity to connect the arcana of the subject matter with. I've been hassled this term, finishing a manuscript, and so haven't given their journals the attention I should have, and for that I'm called - quite civilly, though - to account. Overall, i get off pretty well. Yet I have to admit that I do not much like the image of myself that emerges from these forms, the image of knowledgeable, humorous detachment and bland tolerance. I do not like the forms themselves, with their number ratings, reminiscent of the sheets circulated after the tv pilot has just played to its sample audience in Burbank.
Today they write their assessments of the diary course, their assessments of me, and they are without a doubt wide-awake. "What is your evaluation of the instructor?" asks question number eight, entreating them to circle a number between five (excellent) and one (poor, poor). Whatever interpretive subtlety they've acquired during the term is now out the window. Edmundson: one to five, stand and shoot. As I retreat through the door - i never stay around for this phase of the ritual - i look over my shoulder and see them toiling away like the devil's auditors. They're pitched into high writing gear, even the ones who struggle to squeeze out their journal entries word by word, stoked on a procedure they have by now supremely mastered. They're playing the informed consumer, letting the provider know where he's come through and where he's not quite up to snuff.
As lite entertainment for bored college students. September 1, 1997, harper's Magazine, mark Edmundson, a college student getting a liberal arts education ponders filling out a questionnaire that includes an opportunity for him to evaluate his instructor. At times it appears that the purpose of his education is just to entertain him. Today is evaluation day in my Freud class, and everything has changed. The class meets twice a week, late in the afternoon, and the clientele, about fifty undergraduates, tends to drag in and slump, looking disconsolate and a little lost, waiting for a jump start. To get the discussion moving, they usually require a joke, an anecdote, an off-the-wall question - when you were a kid, were your Halloween getups ego costumes, id costumes, or superego costumes? That sort of thing. But today, as soon as I flourish the forms, a buzz rises in the room.
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New York: mouton de Gruyter, 2005. R., water wilson, james, and Hamric, Christie. New York: Garland, 1993. Potsdam Public Museum (Potsdam,. Images of America: Potsdam. First Language Attrition, Use and maintenance. External links edit The Awful German Language public domain audiobook at LibriVox 1897 German version, " die schrecken der deutschen Sprache included in brochure published.
Embassy, berlin, germany at The Awful German Language. Retrieved from " ". Leaping liquorice wands, thats a lot of galleons! A first edition of Harry potter and the Philosophers Stone was recently snapped up by an American collector for 56,250 at Bonhams auction house in London. The hardcover book, published by Bloomsbury in 1997, was purchased, appropriately enough, by an 11-year-old schoolgirl at Harrowgate railway station in North Yorkshire. She. On the uses of a liberal education:.
315 Anderman and Rogers 2003. 125 Anderman and Rogers 2003. 125126 a b Schmid 2002. 65 deutscher 2005. 41 housen and pierrand 2005. 52 deutscher 2005.
4142 deutscher 2005. 42 sources edit Anderman, gunilla and Rogers, margaret. Clevedon: Multilingual Matters, 2003. The Unfolding of Language. New York: Metropolitan books, 2005. Housen, Alex and pierrand,. Investigations in Instructed Second Language Acquisition.
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It opens its mouth to cry for Help; but if any sound comes out of him, alas he is drowned by the raging of the Storm. German is not special in this manner, but, as the linguist guy deutscher observes, it was simply the language that Twain was learning at the time of the work. Many other languages contain some or all of the idiosyncrasies that Twain pokes fun at, including French, russian, and Latin. 11 References edit citations edit a b c d lemaster, j r, james Darrell Wilson, and Christie graves Hamric (1993). "Awful German Language, the". The mark Twain Encyclopedia. CS1 maint: Multiple names: authors list ( link ) potsdam 2004. 315316 lemaster, wilson yardage and Hamric 1993.
In German, a young lady has no sex, while a turnip has. Think what overwrought reverence that shows for the turnip, and what callous disrespect for the girl. The problem with the linguistic gender is that it appears to make sense in theory, but it operates in an illogical manner. 8 The actual relationship between gender and noun is unclear, and it is difficult for a learner of margins German to psychologically connect their understanding of the words with the gender rules. 9 to twain, there was no reason for concepts such as a fish's scale having a feminine gender but a fishwife, an actual female, lacking any. When Twain translates the "Tale of the fishwife and its Sad Fate he expresses feelings of anger that result from his attempt to learn the language: 10 It is a bleak day. Hear the rain, how he pours, and the hail, how he rattles; and see the Snow, how he drifts along, and oh the mud, how deep he is! Ah the poor Fishwife, it is stuck fast in the mire; it has dropped its Basket of Fishes; and its Hands have been cut by the Scales as it seized some of the falling Creatures; and one Scale has even got into its eye. And it cannot get her out.
analytic characteristics. Twain emphasizes these changes through interlinear translation, a manner of translation which tries to preserve the original language without context and in a literal manner, and this method emphasizes the mechanics of the language translated. 5, morphology edit, the german language contains a complex system of inflection that is capable of frustrating learners in a manner similar to Twain's argument: 6 Surely there is not another language that is so slipshod and systemless, and so slippery and elusive to the. One is washed about in it, hither and thither, in the most helpless way; and when at last he thinks he has captured a rule which offers firm ground to take a rest on amid the general rage and turmoil of the ten parts. The inflections within the language are used to represent both syntax and semantics, and function is assigned in hard to grasp ways, which combine with Twain's claim about exceptions being rather common in the german language. Part of this stems from the language's word order, along with gender, number, and other linguistic aspects, being connected to the morphology of individual words. 6 Gender edit One of the key emphases within the work is on German linguistic gender. Twain plays with the differences in natural or sexual gender and linguistic or grammatical gender by pointing out that the german for girl is grammatically neuter, unlike many sexless items such as turnips : 7 every noun has a gender, and there is no sense. There is no other way. To do this one has to have a memory like a memorandum-book.
Some of these people may understand English." 2, during this 1878 stay in Germany, twain had a dream in which, according to his notebook, "all bad foreigners went to german heaven—couldn't talk and wished they had gone to the other place." 3 "The Awful German. A tramp Abroad, 1880, as appendix. Gunilla Anderman and Margaret Rogers describe the work as "Twain's most famous philological essay". 4, on October 31, 1897, Twain delivered a lecture titled "die schrecken der deutschen Sprache" The horrors of the german Language" in English) to the concordia festkneipe in vienna (the vienna Press Club). 1, twain continued to give lectures into the 20th century regarding the language. 1, twain describes his exasperation with German grammar in a series of eight humorous examples that include separable verbs, adjective declension, and compound words. 1, he is, as the subject suggests, focusing on German as a language, but Twain is also proposal dealing with English to compare the two languages.
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From wikipedia, the free encyclopedia, jump to navigation, jump to search ". The Awful German Language " is book an 1880 essay. Mark Twain published as Appendix d in, a tramp Abroad. 1, the essay is a humorous exploration of the frustrations a native speaker. English has with learning, german as a second language. Contents, background edit, twain made his first unsuccessful attempt to learn. German in 1850 at age fifteen. He resumed his study 28 years later in preparation for a trip to europe. Upon his arrival in Germany, the fruit of this recent scholarship was attested to in the advice of a friend: "Speak in German, mark.