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.