Revising Last Week's Blog with the Lanham Method (with a noun absolute phrase)

Revising and Adding the Noun Absolute to Last Week’s Blog (And Using the Lanham method)
Structuring Sentences—an arduous and difficult task—and Painting with Participles (one of four brushstrokes in prose)
‘The bedroom intruder” is a music video which was fabricated from a newscast covering the details of an attempted rape in the Louisiana projects. [‘The bedroom intruder,’ a music video adapted from a newscast, addresses attempted rape.] In the original news clip both the female victim and her brother, black and homosexual, are interviewed [ADJECTIVES OUT OF ORDER]. [The original news clip interviews both the female rape victim and her brother.] Emotions spewing, the statements made by the victim’s brother construct the bulk of this blog [NOUN ABSOLUTE].
One of the first statements made by the news anchor [ Stated by the news anchor], “emotions were running high,” implies the interview is going to be “emotional.” In hindsight, a better perspective than foresight, one can argue that this statement by the news anchor may in fact be homophobic in nature [APPOSITIVE IN COMMAS]. The statements made by the victim’s brother, although, account for more of the original news cast than anything else [Statements attributed to the victim’s brother account for the majority of the original newscast]. The victim’s brother, fuming mad, iterated explicit warnings to the attempted rapist [PRESENT PARTICIPLE (fuming), PAST PARTICIPLE (iterated)]. Next, take a look at some of the most memorable statements of the victim’s brother: strong warnings, messages of a homosexual male, misunderstood [APPOSITIVE WITH COLON, ADJECTIVE OUT OF ORDER].
As put by the victim’s brother, “Hide your kids, hide your wife, hide your husbands too!” This statement, courageous and bold, is a warning to others to watch out for perverts and rapists. Yet, did the producer of the news cast really need to include the entire quote, which alludes to the idea that the victim’s brother is worried about “hiding husbands too.” Here, it seems that the news cast is playing up the victim’s brother as a homosexual. The victim’s brother, undeterred, continues to warn the rapist that he forgot his shirt. And the rapist better know that the shirt has his fingerprints.
“You are so dumb,” says the victim’s brother to the rapist.
“Run and tell that, run and tell that, run and tell that…HOMEBOY!”
HO—OH—OME—BOY!”

Structuring Sentences—an arduous and difficult task—and Painting with Participles (one of four brushstrokes in prose) [APPOSITIVE WITH DASHES, APPOSIT

‘The bedroom intruder” is a music video which was fabricated from a newscast covering the details of an attempted rape in the Louisiana projects. In the original news clip both the female victim and her brother, black and homosexual, are interviewed [ADJECTIVES OUT OF ORDER]. Emotional and articulate, the statements made by the victim’s brother will make up the bulk of this blog.
On of the first statements made by the news anchor, “emotions were running high,” implies that the interview is going to be “emotional.” In hindsight, a better perspective than foresight, one can argue that this statement by the news anchor may in fact be homophobic in nature [APPOSITIVE IN COMMAS]. The statements made by the victim’s brother, although, account for more of the original news cast than anything else. The victim’s brother, fuming mad, iterated explicit warnings to the attempted rapist [PRESENT PARTICIPLE (fuming), PAST PARTICIPLE (iterated)]. Next, take a look at some of the most memorable statements of the victim’s brother: strong warnings, messages of a homosexual male, misunderstood [APPOSITIVE WITH COLON, ADJECTIVE OUT OF ORDER].
As put by the victim’s brother, “Hide your kids, hide your wife, hide your husbands too!” This statement, courageous and bold, is a warning to others to watch out for perverts and rapists. Yet, did the producer of the news cast really need to include the entire quote, which alludes to the idea that the victim’s brother is worried about “hiding husbands too.” Here, it seems that the news cast is playing up the victim’s brother as a homosexual. The victim’s brother, undeterred, continues to warn the rapist that he forgot his shirt. And the rapist better know that the shirt has his fingerprints.
“You are so dumb,” says the victim’s brother to the rapist.
“Run and tell that, run and tell that, run and tell that…HOMEBOY!”
HO—OH—OME—BOY!”

Exploring Dora, the Imaginary 1st Grader

After reading the article about an imaginary first grader named Dora I felt strange. Although I enjoyed reading about the various ways Dora’s teacher helped Dora learn about syntax and punctuation, I did not fully accept Dora as a legitimate first grader. This is to say that Dora seemed more imaginary and less realistic as a student, which in turn affects my overall reception of her progress as a student.
One of the major things about Dora that put me off was the way she punctuated sentences. I understand, because of our discussion, that Dora reverted back to random placement of end-marks in her writing. What I do not understand is how her teacher solved this problem. The thing that bothered me most about this text was that the teacher seemed to posses some magical power over her students, especially Dora. In various blogs I have noticed people discussing how idealistic Dora and the other students were; they sat still, asked related questions, effectively peer reviewed each other’s writings. But is this what a normal first grade classroom looks like?
I would argue that Dora’s story is full of hope and success and lacking realistic despair and failure. This is not to say that all students are lacking hope or unable to succeed. I am simply arguing that Dora, as an imaginary student, lacks authenticity as an actual human/first grader. I would definitely have understood the learning process in regard to punctuation and syntax if I could have read about real, needy, students in the first grade. Our class’s discussion reinforces this point, as many of the responses iterated that Dora was not a realistic first grader.

ALTHOUGH, MANY CHILDREN DO NOT SHOW SIGNS OF CHICKEN POX AS WELL.

Sentences are Complicated

Over the last week I discovered how complicated sentences really are. I bettered my understanding of transitive and intransitive verbs. Linking verbs were added to the list. And finally, sentence structure was introduced, and explored.

After last week it became clear that transitive verbs require a direct object. The students studied their assignment. The transitive verb is studied, and the direct objective is their assignment. An intransitive verb; however, does not require a direct objective. The students rested, or, The cows chewed. Notice, intransitive verb sentences are never accompanied by a direct objective. SO, transitive and intransitive verbs are clear, but how about linking verbs?

Linking verbs were introduced this week, and they link a subject with a description of the subject. We also learned that this description may be in the form of a noun or adjective. For example, The beer tastes bitter. Tastes is the linking verb because it links beer with bitter. There still may be some confusion regarding linking verbs. Another way to think of sentence featuring a linking verb is to look for a subject compliment, instead of a direct objective. In the sentence, This cat feels tired, tired is a subject compliment. Thus, feels is the linking verb. If I am confused, and you are reading this, please feel free to comment and correct me, as I do not enjoy being confused.

Finally, something I’m still vague about. On Thursday we discussed the different sentence structures, including; simple sentences, compound sentences, run on sentences, and comma spliced sentences. Although this discussion was riveting, I had a difficult time following as closely behind it as I desire. That is, I am confused about compound sentences, and I am confused about semi-colon use. I know we didn’t spend too much time going over these two concepts, and I hope we spend more. I guess what I don’t fully understand is what, explicitly, constitutes a full sentence? A subject, verb, and direct objective? Because that confuses me as to whether or not a sentence featuring an intransitive verb is a full sentence. How do I know if a sentence is run on? For example, The students laughed, and the teacher slouched. Is the precious sentence a comma splice, or run on, or both? And, as always, how do I teach this in my classroom?


ABRAHAM LINCOLN DIDN'T FEAR GETTING ASSASINATED; HE LIVED IT.

Apostrophes and Parts of Speech

What have I learned so far in terms of grammar and punctuation? Thus far, English 326 has taught me about apostrophe usage, different types of verbs, and how to identify various parts of speech in a sentence. Explicitly, I want to discuss what I have learned about transitive and intransitive verbs. Additionally, I will explain the ways in which I am now prepared to appropriately use apostrophes.
First of all, before the previous class session in which transitive and intransitive verbs were introduced, I had no idea there were different types of verbs. Take the next two sentences, for example. “Bob walked to the bus stop.” “Bob walked.” Two weeks ago I would say “walked” was the verb. And I would move on. Not anymore. I now know that the first sentence features a transitive verb because there are two objects. This is a more conventional sentence structure. The next sentence features an intransitive verb because walked is not tied to an object, which is a more unconventional sentence structure. This brings me to the next breakthrough in grammar and punctuation I experienced.
Due to hardcore attention to sentence structure, I am now equipped with a stronger understanding of the parts of speech, and how they are properly used. I know that adjectives describe nouns, and that they also feature comparative and superlative forms. I have investigated the essence of adverbs and understand how they describe verbs, adjectives, or another adverb. Adverbs are awesome. I greatly appreciate “move- ability” test. For example, if one wants to identify whether a word is an adverb or adjective one can simply “move” the word around and find out. “Specifically, I want the red dog.” Or, “I want the red dog, specifically.” Specifically is an adverb because it can be moved.
Finally, I am endowed with a better understanding of apostrophes. That is, I understand the difference between “Tiger Woods golf club” and “Tiger Woods’s golf club” and “Tiger Woods’ golf club.” The first sentence I am actually confused about. But, the next two are sentences showing Tiger’s possession over the golf club. “Woods’s” is the new style to show possession for a noun ending in “s,” while “Woods’” is the older style to show possession.





Question: I am a little confused still concerning the difference between transitive and intransitive verbs. For my explanation I said that intransitive verbs lack an object. Is it that simple, or am I missing part of the explanation? Does an intransitive verb always appear at the end of a sentence?




Pattern of the day: I think it was Garth Brooks who said, “AND THE THUNDER ROLLS.”
AND THE SONG IS GOOD.

Problems with Commas, Sentence Structure, and a Passive Voice (woe to me)

Getting right down to business, I find it rigid to perform perfect comma placement and usage. I am extremely vexed with my understanding of using commas in my writing. Explicitly, I have trouble with when to use a comma, where, and lastly, why. Take for instance, the previous sentence, as well as the one you are reading right this instant. I most certainly applied several commas, but it was quite vexing. I am completely insecure with my comma use. Every time I use one I cringe. I constantly get paper back with red ink circles around commas. Although I do not know when and where to insert one, I can never seem to avoid the feeling that I should indeed be inserting one. Simply put, I want to understand the vocabulary, the technique, behind where and when to use a comma.

Another faucet of my writing which causes me to be vexed is my sentence variety, or structure. That is, how long is too long in regard to my sentences? If I want to say, “Research shows that influenza A accounted for 5000 deaths in year…,” what constitutes as a run on sentence if I want to pack as much information into the sentence as possible? On the other hand, how short is too short when it comes to sentence variety? Is it acceptable to write, “Morose.” Does Morose not cut it as a sentence? And why? What is the vocabulary used to describe why? How can I add variety and changes in structure throughout my writing?

Finally, I hope to improve my voice in my writing. Specifically, I want to become the master of my voice. I want to know how to avoid the passive voice. Several times a semester I am marked down in academic writing due to this passiveness which makes its way into my voice. I attempt to avoid using “you” or “he” or “she” or “they.” But my attempts are just much too passive, I guess. I write, “One may assert that X’s discussion of Southern temperatures can relate to Y’s argument regarding plant growth.” The professor grading the paper writes, “Avoid passive voice Seth. Since I know to avoid such a thing, I would love to know how.

So there are my three grammatical bugaboos. I look forward to confronting them. I look forward to learning vocabulary and technicalities involving commas and sentence variety. At the close of the semester I want to stand on top of the clock tower and scream sentences with perfect voice, comma usage, and sentence variety for all of campus to hear. Daunting. If I cant use daunting for a sentence I want to know why.