Thursday, December 17, 2009

Broadband: Changing the Face of Education


This post is a guest spot from Broadband for America's Kate Drazner. Visit their website to find out more about their initiative to make broadband access to the internet available to every household in the nation; to provide data transfer speeds to make that broadband experience valuable to users; and to provide the bandwidth necessary for content providers to continue to make the internet a cultural, societal, and economic engine for growth.


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In today's changing educational environment, children will need access to high-speed Internet in order to get a complete schooling experience that is on par with their fellow classmates across the country. To that end, Broadband for America's goal is to bring high-speed Internet access to every home, business and individual across the nation.



Statistics show that students, especially those in the minority and rural communities, have alarmingly high dropout rates in high-school when those students do not have access to a computer or broadband.



Conversely, those same students who do have access are amongst the nation's top academic performers.



While publishers of educational material in the United States like Prestwick House have long excelled in providing more traditional offerings of paperback books, teaching guides and vocabulary programs, they have also seen firsthand the increasing benefits to education through technology. Implementing the benefits of broadband will take those resources to the next level.



The options for students of all ages are nearly limitless: streaming educational videos, online textbooks, conferencing with guest instructors, online tutoring, or even viewing priceless artwork over the web.



Prestwick House is already a part of the broadband educational revolution, offering "PowerPresentations," which run on PowerPoint and SMARTBoard. With their goal of aiding teachers of all levels of English and Language Arts, they have also taken on the initiative of providing teaching resources that work well in a 21st century classroom and have extended their reach through social networking and blogging.



However, putting those tools to work requires not only access to high-speed Internet, but adoption by nearly half of all Americans who rely on slower connections or cannot access the Internet at all. The challenge of today, and tomorrow, is ensuring that all students have access to the same educational tools, including high-speed Internet, which will allow them to succeed in the academic sector and to later compete in the global economy.



Tuesday, December 15, 2009

Tuesday Trivia

  1. Which author sports a black eye in the dust jacket photo of his 1967 novel?
  2. Poet named Ernest Dowson wrote “To Cynara,” a work that contains a line which was used as the title of which world famous novel?
  3. Which famous author held the position of Governor General of Canada in 1935?
  4. The epitaph "Blest be the man that spares these stones, and curst be he that moves my bones," was written by whom?
  5. Which English Romantic poet was born with a clubfoot?
Last Week's Answers


The infamous phrase “All work and no play makes Jack a dull boy” featured in The Shining is also found in which work of Irish literature?



It is featured in Joyce’s The Dubliners, but the phrase actually originated as a proverb first recorded around 2400 B.C. by the Egyptian sage, Ptahhotep.




What do the initials stand for in the following author’s names: A.A. Milne, J.M. Barrie, C.S. Lewis, J.R.R. Tolkien, D.H. Lawrence, H.G. Wells, J.D. Salinger


Alan Alexander Milne
James Matthew Barrie Clive Staples Lewis John Ronald Reuel Tolkien David Herbert Lawrence Herbert George Wells Jerome David Salinger


What child movie actress brought a libel suit against British author Graham Greene?



Shirley Temple brought a lawsuit against Greene after he wrote a review of one of her films accusing her of indecency.



From Here To Eternity
author James Jones' wife, Gloria, once worked in Hollywood as a stand-in for what actress?



Marilyn Monroe.



Which author kept a bear in his dorm room at Cambridge?


Lord Byron.





Monday, December 14, 2009

Plain English: How Yoda Helps Students Master Shakespeare



Star Wars may be the best thing that ever happened to Shakespeare. The speech patterns of Yoda the Jedi Master can help students get past the biggest obstacle in studying Shakespeare: the syntax. Yoda speaks “Galactic Basic” in his own peculiar dialect – sort of the Bible meets King Lear. The ancient Jedi plays around with the usual position of adjectives, adverbs, phrases, verbs, and complements.

In English, the most common word order is subject-verb followed by an adjective, adverb, complement, or phrase. Examples: She is pretty (predicate adjective). We drove slowly (adverb). They play tennis (direct object). She is the supervisor (predicate nominative). We sailed across the lake (prepositional phrase). Yoda inverts the familiar syntax, saying things like “Strong you are, Luke,” or ”Into the mist sadly go I.” The speech pattern has proved to be contagious. Young children who see the Star Wars films pick up on Yoda-speak immediately, saying things like “Stupid you are,” or “Fun it is not.”

I
nverted syntax is part of a grand literary tradition that need not be a stumbling block to modern readers. Reading comprehension boils down to recognizing speech patterns. Pointing out the parallels between Yodish (the official name) and other written patterns will give students the confidence to tackle classical literature. Here are some examples of inverted syntax from Shakespeare’s Macbeth:

► “Doubtful it stood, as two spent swimmers, that do cling together and choke there are.”
“Round about the caldron go: in the poisoned entrails throw.”
“The castle of Macduff I will surprise.”
“Near the Birnam Wood shall we meet them; that way are they coming.”

Yoda’s speech pattern also appears in the English translation of Homer’s The Iliad (“Proud is the spirit of Zeus-fostered kings”), and the King James Version of the Bible (“Of their flesh shall ye not eat,” “Naked came I out of my mother’s womb, and naked shall I return thither,” Blessed is the man that walketh not in the counsel of the ungodly.”)

George Lucas uses the poetic pattern to characterize Yoda as both ancient and wise. That a whole new audience exposed to reverse syntax finds it interesting and worthy of imitation, attests to the power of poetic language. Here are some memorable Yoda quotes:

Star Wars: Episode I – The Phantom Menace (1999)
“Agree with you, the council does. Your apprentice, Skywalker will be.”
“Always two there are, no more, no less: a master and an apprentice.”
“Need that, you do not.”

Star Wars: Episode II – Attack of the Clones (2002)
“Truly wonderful the mind of a child is.”
“Around the survivors, a perimeter create.”
“Lost a planet Master Obi-Wan has.”
“Begun the Clone War has.”
“Much to learn you still have.”

Star Wars: Episode III – Revenge of the Sith (2005)
“To question, no time there is.”
“Twisted by the Dark Side, young Skywalker has become.”
“The boy you trained, gone he is, consumed by Darth Vader.”
“Mourn them, do not. Miss them, do not.
“The shadow of greed that is.”
“If into the security recordings you go, only pain you will find.”
“Not if anything to say about it, I have.”
“ If so powerful you are . . . why leave?”

Star Wars: Episode V – The Empire Strikes Back (1980)
“ Always in motion is the future.”
“Reckless he is.”

Star Wars: Episode VI – Return of the Jedi (1983)
“ Strong am I in the Force.”
“When nine hundred years old you reach, look as good, you will not.


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Mary Jane McKinney is the creator and owner of Grammardog.com LLC, publisher of grammar, style, and proofreading exercises that use sentences from literature. She is a former high school English teacher and dedicated grammarian whose column Plain English appears in several Texas newspapers. Grammardog.com LLC, P.O. Box 299, Christoval, TX 76935, www.grammardog.com, 325-896-2479, fifi@grammardog.com.

Check out PrestwickHouse.com for the full line of Grammardog Products and Grammardog Downloadable Products.






Friday, December 11, 2009

Prestwick House Title to Appear in New Clint Eastwood Film Starring Matt Damon

This morning, Warner Brothers Studios sent a fax to our CEO, Jason Scott, asking permission to use one of our titles as a prop.


The Clint Eastwood film is called
Hereafter and stars Matt Damon. Plot details are not being discussed by the studio, but according to IMDB, "Hereafter, penned by Peter Morgan, tells the story of three people — a blue-collar American, a French journalist and a London school boy — who are touched by death in different ways. Hereafter is produced by Eastwood, Kathleen Kennedy and Robert Lorenz. Steven Spielberg, Frank Marshall, Peter Morgan and Tim Moore are the exec producers." It has been likened to The Sixth Sense by critics.


The book they are requesting to use is the
Prestwick House Literary Touchstone edition of The Call of the Wild by Jack London. No word as to what the book would be used for, but we are thrilled at the prospect of seeing the artwork of Prestwick House Art Director, Larry Knox, on the big screen!



Click on the image below to view it full size.






November's Top Ten Best-Selling eBooks















  1. The Crucible Teaching Unit
  2. The Scarlet Letter AP Teaching Unit
  3. Beowulf Teaching Unit
  4. To Kill a Mockingbird Teaching Unit
  5. Ender's Game Teaching Unit
  6. Oedipus Rex AP Teaching Unit
  7. Hamlet AP Teaching Unit
  8. The Crucible Activity Pack
  9. The Crucible AP Teaching Unit
  10. Night Teaching Unit

Thursday, December 10, 2009

Host Your Own Dickens of a Christmas Party!

(Pardon the cliché, but … )


Now You Can Host Your Own Dickens of a Christmas Party!


As everyone knows (and if you don’t, you should be boiled in your own pudding and buried with a stake of holly through your heart, you should!), when Charles Dickens’s most notorious Christmas villain-hero encounters the Ghost of Christmas Past (we’re talking, of course, about Dickens’s A Christmas Carol if you haven’t guessed), one of the visits he makes is to a Christmas Eve party hosted by a former employer, “Old Fezziwig.”


Dickens’s account of the party reads like this:


The Ghost stopped at a certain wareho
use door, and asked Scrooge if he knew it.


“Know it!” said Scrooge. “Was I apprenticed here?”


They went in. At sight of an old gentleman in a Welsh wig, sitting behind such a high desk, that if he had been two inches taller he must have
knocked his head against the ceiling, Scrooge cried in great excitement:


“Why, it’s old Fezziwig! Bless his heart; it’s Fezziwig alive again!”


Old Fezziwig laid down his pen, and lo
oked up at the clock, which pointed to the hour of seven. He rubbed his hands; adjusted his capacious waistcoat; laughed all over himself, from his shoes to his organ of benevolence; and called out in a comfortable, oily, rich, fat, jovial voice:


“Yo ho, there! Ebenezer! Dick!”


Scrooge’s former self, now gro
wn a young man, came briskly in, accompanied by his fellow-prentice.


“Dick Wilkins, to be sure.” said Scrooge to the Ghost. “Bless me, yes. There he is. He was very much attached to me, was Dick. Poor Dick. Dear, dear.”


“Yo ho, my boys!” said Fezzi
wig. “No more work to-night. Christmas Eve, Dick. Christmas, Ebenezer! Let’s have the shutters up,” cried old Fezziwig, with a sharp clap of his hands, “before a man can say Jack Robinson!”


You wouldn’t believe how those two fellows went at it. They charged into the street with the shutters—one, two, three—had them up in their places—four, five, six—barred them and pinned then—seven, eight, nine—and came back before you could have got to twelve, panting like race-horses.


“Hilli-ho!” cried old Fezziwig, skipping down from the high desk, with wonderful agility. “Clear away, my lads, and let’s have lots of room here! Hilli-ho, Dick! Chirrup, Ebenezer!”


Clear away! There was nothing they wouldn’t have cleared away, or couldn’t have cleared away, with old Fezziwig looking on. It was done in a minute. Every movable was packed off, as if it were dismissed from public life for evermore; the floor was swept and watered, the lamps were trimmed, fuel was heaped upon the fire; and the warehouse was as snug, and warm, and dry, and bright a ball-room, as you would desire to see upon a winter’s night.


In came a fiddler with a music-book, and went up to the lofty desk, and made an orchestra of it, and tuned like fifty stomach-aches. In came Mrs Fezziwig, one vast substantial smile. In came the three Miss Fezziwigs, beaming and lovable. In came the six young followers whose hearts they broke. In came all the young men and women employed in the business. In came the housemaid, with her cousin, the baker. In came the cook, with her brother’s particular friend, the milkman. In came the boy from over the way, who was suspected of not having board enough from his master; trying to hide himself behind the girl from next door but one, who was proved to have had her ears pulled by her mistress. In they all came, one after nother; some shyly, some boldly, some gracefully, some awkwardly, some pushing, some pulling; in they all came, anyhow and everyhow. Away they all went, twenty couple at once; hands half round and back again the other way; down the middle and up again; round and round in various stages of affectionate grouping; old top couple always turning up in the wrong place; new top couple starting off again, as soon as they got there; all top couples at last, and not a bottom one to help them. When this result was brought about, old Fezziwig, clapping his hands to stop the dance, cried out, “Well done.” and the fiddler plunged his hot face into a pot of porter, especially provided for that purpose. But scorning rest, upon his reappearance, he instantly began again, though there were no dancers yet, as if the other fiddler had been carried home, exhausted, on a shutter, and he were a bran-new man resolved to beat him out of sight, or perish.


There were more dances, and there were forfeits, and more dances, and there was cake, and there was negus, and there was a great piece of Cold Roast, and there was a great piece of Cold Boiled, and there were mince-pies, and plenty of beer. But the great effect of the evening came after the Roast and Boiled, when the fiddler (an artful dog, mind. The sort of man who knew his business better than you or I could have told it him.) struck up “Sir Roger de Coverley.” Then old Fezziwig stood out to dance with Mrs Fezziwig. Top couple, too; with a good stiff piece of work cut out for them; three or four and twenty pair of partners; people who were not to be trifled with; people who would dance, and had no notion of walking.


But if they had been twice as many—ah, four times—old Fezziwig would have been a match for them, and so would Mrs Fezziwig. As to her, she was worthy to be his partner in every sense of the term. If thats not high praise, tell me higher, and I’ll use it. A positive light appeared to issue from Fezziwig’s calves. They shone in every part of the dance like moons. You couldn’t have predicted, at any given time, what would have become of them next. And when old Fezziwig and Mrs Fezziwig had gone all through the dance; advance and retire, both hands to your partner, bow and curtsey, corkscrew, thread-the-needle, and back again to your place; Fezziwig “cut”—cut so deftly, that he appeared to wink with his legs, and came upon his feet again without a stagger.


When the clock struck eleven, this domestic ball broke up. Mr and Mrs Fezziwig took their stations, one on either side of the door, and shaking hands with every person individually as he or she went out, wished him or her a Merry Christmas. When everybody had retired but the two prentices, they did the same to them; and thus the cheerful voices died away, and the lads were left to their beds; which were under a counter in the back-shop.


During the whole of this time, Scrooge had acted like a man out of his wits. His heart and soul were in the scene, and with his former self. He corroborated everything, remembered everything, enjoyed everything, and underwent the strangest agitation. It was not until now, when the bright faces of his former self and Dick were turned from them, that he remembered the Ghost, and became conscious that it was looking full upon him, while the light upon its head burnt very clear.



It does sound like fun, doesn’t it? And to think that, according to the Ghost of Christmas Past, the entire party (including the cost of the fiddler) came to a mere three or four pounds of mortal money. Even adjusting for inflation, it was not an exetravagant expense.


So, you’re coming up on the last days of school before the holiday vacation. Are your students really thinking about mid-term exams coming up in a few weeks or that research paper that’s due on January 5?


They’re probably nodding off from all those late nights performing in their band and chorus holiday concerts or earning extra cash during the mall’s extended holiday shopping hours!


So here’s how to keep them awake and engaged: Give a party!


Scrooge’s favorite part of Fezziwig’s ball seems to have been the dancing, especially the “Sir Roger de Coverly,” during which the host and hostess really showed off their terpsichorean skill.


Here’s the music they danced to—all you need is a keyboard or a recorder or a comb and a piece of tissue paper:


Sir Roger de Coverly

(slip jig)

Source: The Session (http://www.thesession.org/tunes/display.php/1196)


The Sir Roger de Coverly was, by the way, what they called a “finishing dance.” It was a relatively simple dance with a lively tune that everyone could dance to. Reserved for the last dance of the ball, it gave everyone an opportunity to finish the party in high spirits and work up some body heat before venturing out into the cold. You’ll notice that it is indeed the last dance of the evening at the Fezziwigs’ Ball.


Now, knowing the music isn’t worth much if you don’t know the steps, so … here they are! Clear away your desks and get your students romping …


It is danced like all country dances, the gentlemen in a line, and the ladies in another opposite to their partners. The first gentleman at the top and the lady at the bottom of the line have to begin each figure, and then the other gentleman and lady at the opposite corner have to repeat the figure immediately.

  • First lady and gentleman meet in the center of the line, give right hands, turn once round, and retire to their corners, the same for the other two at the top and bottom.

  • First couple cross again and give left hands and turn once; back to places. To be repeated by the others.

  • First couple give both hands, the others the same.

  • First couple back to back, and retire to places; the other corners the same.

  • The first couple advance, bow to each other, and retire; the same repeated by the other couples.

  • The top gentleman then turns to the left, and the top lady (his partner) turns to the right; all the other ladies and gentlemen turn and follow the leaders who run outside of the line, and meet at the bottom of the room, giving right hands, and raising their arms so as to form a kind of arch under which all the following couples must pass, joining hands, and running forwards when they have all passed under the arch. The first lady and gentleman remain the last at the end of the two lines, and the figures of right hands, left hands, both hands, back to back, bow, and running outside the lines are repeated by all, when the first couple will have arrived at their original place.

Excerpted from Coulon’s Handbook of 1873

Source: StreetSwing.com (http://www.streetswing.com/histmain/z3covrly.htm)



As for the food … well, negus is a hot, spiced red wine (your principal and some parents might object) … and Dickens says that the celebrants were drinking beer (again, there are laws against that sort of thing in school) … so we’ll have to improvise a bit.


Dickens does say “there was cake,” so here’s a tasty possibility:


Christmas Cake

  • 3 lb butter
  • 3 lb (6 3/4 C) Sugar
  • 32 Large Eggs
  • 3 1/2 lb (12 1/2 c) Flour
  • 3/4 lb (2 3/4 c) Patent Flour
  • 10 LB Currents
  • 1 1/2 lb Cut Almonds
  • 5 lb Candied Peel, Chopped
  • a little Apple Pie Spice

Cream up the butter and sugar, and beat in the eggs in the usual way. Stir in the flours, fruit, etc., and thoroughly mix. Fill into papered cake hoops which are placed on well covered baking sheets. Bake in a moderate oven (350 degrees).

And everyone associates these with the old-fashioned Christmases of long, long ago …


Sugar Plums

  • 1 lb confectioners’ sugar
  • 1/4 lb cold butter
  • 2 tb heavy cream
  • 1 tsp vanilla or 1/2 tsp almond extract
  • pitted ready-to-eat prunes
  • candied cherries
  • pitted dates
  • walnut or pecan halves
  • granulated sugar for rolling candied cherries
  • silver dragees for garnish

Pour the unsifted confectioners’ sugar into a large bowl. Cut the butter from the stick into small slivers, dropping them into the sugar. Add the cream and vanilla or almond extract. Work with your fingertips until the mixture clings together somewhat.


Turn the mixture onto a sheet of waxed paper. Knead by pushing the mixture against the surface with the heel of your hand, lifting the edges of the waxed paper to add and incorporate any crumbs of dough. Continue kneading in this manner until the mixture is well blended, smooth, and creamy. Wrap in waxed paper and chill just long enough so that the fondant can be handled easily without sticking.


PRUNES— Split the tops of the prunes and spread slightly. Roll a small portion of the chilled fondant into a ball and press into the cavity. Garnish with a sliver of candied cherry.


CHERRIES—Cut a cross in the top of each cherry and spread slightly to form petals. Fill with a small ball of fondant and decorate the tops with a few silver dragees. (NOTE: Candied cherries can be used by splitting them in half and filling with a small ball of fondant. Using the red and green cherries made for fruitcakes works well, and you can make plums that are half red and half green if desired. Allow the fondant to show for more contrast).


DATES—Cut the dates partway through and press a small portion of fondant onto the cavities. Roll the filled dates in granulated sugar.


WALNUTS OR PECANS—Shape the fondant into small balls; place between two walnut or pecan halves; press together lightly.


Store one layer in a tightly covered container in the refrigerator. The sugarplums will keep well up to two weeks.


Tiny Tim, in the next Stave of the novel, is the character who most enjoys his family’s goose with its Sage and Onion Stuffing. Just add one goose …


Sage and Onion Stuffing

  • 3 medium onions, peeled
  • 4 large apples, peeled, cored & chopped (use tart apples like Granny Smith)
  • 2 tablespoons loosely packed dried sage leaves, crumbled
  • 1⁄2 teaspoon freshly ground black pepper
  • 1 tablespoon butter, cut into tiny bits
  • Garnishes: sliced apples, parsley or watercress


In large bowl, combine onions, chopped apples, sage, pepper and butter. Stuff cavity of goose and sew or skewer the openings and truss in the usual way. (Or wrap in foil if you’re not cooking a goose!) Bake at 450 degrees for one hour.


Finally, since you won’t be serving negus or beer at your party (we’re guessing, anyway), you’ll want to offer some kind of beverage. Winters were cold in Dickens’s day, and beverages were hot. Here’s an old stand-by:


Hot Mulled Cider

  • 1 gal apple cider
  • 2 “knobs” of fresh ginger
  • 2 whole lemons, quartered
  • 2 whole oranges, quartered
  • pinch of allspice (optional)
  • 10 whole cloves
  • enough cinnamon sticks to place one in each cup of cider


Real apple cider from a fruit and vegetable stand is better than the bottled stuff, but the bottled stuff is better than nothing. Mix everything together (except the cinnamon sticks) in a large pan and heat until the cider is almost boiling. Reduce the heat and simmer for 15 – 20 minutes, stirring occasionally.


Serve the hot punch with a ladle in a cup or glass that won’t melt (or burn your students’ fingers). Garnish each with a cinnamon stick.


Now, Bob Cratchit makes his Christmas punch with hot gin and lemon, but you’re probably best serving the cider to your students and saving the wine, beer, and gin for after you get home … or if you want to give a faculty Dickens Christmas Party …


The point is—and here’s why a party might sometimes be a valid classroom activity—Dickens loved life. He loved holidays, and he hoped to teach others how to enjoy them as well. What better way to keep up the spirit (oops, unintended pun) of the holidays and the pass on the liveliness of great literature than to help your students experience the lives of the people on the pages?


Besides, you know you’re not going to get them to review for that vocab quiz, so you may as well have a party.


And have a happy holiday and a richly, richly deserved vacation!



Wednesday, December 9, 2009

Conversation Starters for Parents and Students


One of the most important things that parents can do to ensure their kids are getting the most out of their education is simple — talk to them about what they're learning!

If, as a parent, you're at a loss for how to talk to your child about assignments, or if you're a teacher who could use a few prompts to pass onto your students parents, here is a great list of conversation starters to really get kids thinking about what they're learning.




General Conversation Questions for All Assignments


  • Why do you suppose your teacher assigned this?

  • What skills or content are you practicing in this assignment?

  • How close to mastery of these skills or this content do you think you are?

  • What challenges, if any, are you having?

  • What can you do to overcome these challenges?

  • What can I do to help you overcome these challenges?

  • What can your teacher do to help you overcome these challenges?

  • Is this assignment for a grade or for practice?

  • If for a grade, what grade do you think you should receive for it? Why?



Specific Conversation Questions for Writing Assignments


  • What type of writing were you assigned?

  • What is your main point or idea?

  • How have you tried to develop this idea?

  • Who is your audience?

  • What have you done specifically to address this audience’s needs?

  • With what part of this piece are you most satisfied? Why?

  • With what part of this piece are you least satisfied? Why?

  • Was this writing assigned for a grade or for practice?

  • If for a grade, what grade do you think you should receive for it? Why?




Tuesday, December 8, 2009

Tuesday Trivia

  1. The infamous phrase “All work and no play makes Jack a dull boy” featured in the feature film,The Shining, is also found in which work of Irish literature?

  2. What do the initials stand for in the following author’s names: A.A. Milne, J.M. Barrie, C.S. Lewis, J.R.R. Tolkien, D.H. Lawrence, H.G. Wells, J.D. Salinger

  3. What child movie actress brought a libel suit against British author, Graham Greene?

  4. From Here To Eternity author James Jones' wife, Gloria, once worked in Hollywood as a stand-in for what actress?

  5. Which author kept a bear in his dorm room at Cambridge?


Last Week’s Answers




French was the official language of which country for over 600 years?



After the Norman conquest of England in 1066 AD., French was the official language of the gentry and educated.



Which author based his most famous characters on the fascinating case of William Brodie, respected Edinburgh businessman by day, leader of a gang of thieves by night?

Robert Louis Stevenson was inspired by Brodie’s dual nature and created his character(s) Dr. Henry Jekyll and Edward Hyde.



'Excuse my dust' was the requested epitaph of which irreverent authors?

Although it was not actually used, Dorothy Parker requested this epitaph.



Which great author received the meager sum of 10 pounds for his greatest work of literature?



John Milton sold the publishing rights to his epic verse work Paradise Lost to a Samuel Simmons in 1667 for only ten pounds.



Edgar Allan Poe was expelled from West Point after wearing what to a public parade?



In 1831 at the age of 21 when he arrived nearly naked for a military parade (wearing nothing but kid gloves and a white belt), he was looking for a way to get expelled from the school. He was in fact expelled for 'gross neglect of duty' soon after pulling his legendary feat.


Monday, December 7, 2009

Plain English: Who Can Be Blamed for All the Poor Spelling?

Why can’t some people spell? Lousy spellers may have undiagnosed learning disabilities such as dyslexia. Others may not have been taught the basic rules of spelling. The main excuse, however, is simply that there is not much emphasis on spelling these days. The stigma of being a poor speller has been minimized thanks to advertising. We see “light” spelled as “lite”, and night spelled as “nite.” Spelling corruptions become brand identification jokes like “Duck Tape”, a kind of duct tape. Then there is the cutesy spelling as in Kountry Kafe, or the Weigh of Life Clinic. Creative spelling got the upper hand once parents embraced the right to spell their child’s name any way they wanted. Katy, Katie, Kati, Katee, and K.T. are all pronounced the same. So are Joany, Jonie, Jonee, and Joni.



Text messaging and email also contribute to the demise of spelling. Playing around with language and keyboard symbols defines electronic communication. In cyberspace we are forever young, writing like teens. Just take the spelling from those inscriptions in your high school yearbook (love ya, luv, cuz, wanna, gonna, gotta, or gotcha), add a few :-), :-/, and some IMO, BTW, BFF, LOL, and you’re speaking online lingo.



At the root of the problem is the fact that English is a really tough language as far as spelling goes. English has 90 basic spelling patterns. 84 of the 90 patterns have exceptions. In other words, groups of letters form the same sound, but are spelled differently. Examples: cat/plait; pet/threat; mum/some/country; seen/lean/thief; awl/all; play/they/weigh/matinee; daddy/monkey/coffee; sight/site/cite; meet/meat/mete.



English was not difficult in the beginning because it followed the regularity of Latin. The problems with English began when French became the official language of England during the 200-year Norman occupation that started in 1066. Imposing French on English formed a whole new language – a kind of Frenglish. English was further complicated from 1476 on by printers who got paid by the line of type. To make more money, they doubled the consonants in the middle of words, especially f, g, l, m, n, r, s, and t, and the vowels e and o. They also inserted letters, many of them silent, at the beginning and end of word (olde shoppe). Greed corrupted English spelling over 500 years ago, and it hasn’t changed much since 1755.



Do other countries have the same problems with their languages? Yes, but unlike English-speaking countries they do something about it. Writing reforms in other languages have taken place in at least 21 countries since 1900. Recent reforms were made in Chinese (1956), Danish (1999), Dutch (1995), Finnish (1999), French (1990), German (1998), Italian (1996), Japanese (1995), Portuguese (1997). Some reform in America in spellings such as “theater” instead of the British “theatre” and “gray” instead of “grey” were adopted around 1900. Otherwise, both the English and Americans are stuck with two/to/too, threw/through, lie/lye, see/sea, they’re/their/there, and many other words that are pronounced the same, but spelled differently.



The Simplified Spelling Society, an organization in England that advocates language reform, makes the following claim: “Italian children can spell accurately after just two years at school. Italy has only half as many identified dyslexics as England. Even after 11 years at school, barely half of all English speakers become confident spellers.”



At last we have an answer to why Americans can’t spell. It’s not us, it’s our language. The Simplified Spelling Society would make us all better spellers by eliminating the exceptions to the spelling rules. In the future, we may have no trouble whatsoever spelling and reading the sentence: “There parking there car over there.” Most people, according to The Simplified Spelling Society, write the sentence like that already.


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Mary Jane McKinney is the creator and owner of Grammardog.com LLC, publisher of grammar, style, and proofreading exercises that use sentences from literature. She is a former high school English teacher and dedicated grammarian whose column Plain English appears in several Texas newspapers. Grammardog.com LLC, P.O. Box 299, Christoval, TX 76935, www.grammardog.com, 325-896-2479, fifi@grammardog.com.

Check out PrestwickHouse.com for the full line of Grammardog products and Downloadable Grammardog Products.

Friday, December 4, 2009

How Broadband and Technology Enhance the English Language Arts Classroom

This post is a guest spot and is syndicated from Broadband for America's blog. Visit their website to find out more about their initiative to make broadband access to the internet available to every household in the nation; to provide data transfer speeds to make that broadband experience valuable to users; and to provide the bandwidth necessary for content providers to continue to make the internet a cultural, societal, and economic engine for growth.

You can view the original posting here.

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With high tech gadgetry becoming increasingly ubiquitous in the work and play of even our youngest students, it only makes sense that the presence of communications and production technology in the typical classroom should expand as well.


Whether you’re watching TV and Ellen Paige is proclaiming her amazement at an
American class’s interaction with a class in Japan via Cisco’s newest classroom product, or you’re reading in an online article that schools in the Southern US are receiving millions in technology grants, or you’re debating with your child’s PTA about the best way to raise money for new classroom computers — it seems that folks everywhere are talking about how teachers and students use technology.

On social networking sites like Facebook and Twitter, the English Companion Ning, and We Are Teachers, all sorts of educators from novices to the most seasoned literature professors are chatting about how to use technology effectively in the classroom. At the recent National Council of Teachers of English (NCTE) Convention in Philly, I was lucky enough to meet with a group of English Companion Ning teachers who had come together “IRL” (in real life) to talk about the best ways support new teachers using their social networking site.


Over the past few years, even the most traditional classrooms have become high tech. Teachers have always been leaders in the technology revolution and are now even more so the forerunners in exposing their students to new and creative ways of learning. Even with severe budget cuts during the past few years’ economic decline, teachers have become more ingenuitive in their approach to helping students learn.


It’s no secret that the current generation of students was born into a world far more technologically advanced than were their parents or most of their teachers. Kids crave interactivity and respond well to technology that allows them to form friendships all over the world and maintain a level of contact that used to be reserved for next-door neighbors. Kids no longer only read books or watch movies; they interact with authors, actors, and producers. They not only consume the news, they text, tweet, and e-mail their opinions and actually help to shape the news.


Just as passivity is passé in the “outside world,” so too has the sun set on the day of “drill and kill” and the passive “lecture-listen lesson.” With products like SMARTBoard™, traditional presentations that require kids to do nothing but sit like sponges and soak it all in are transformed into opportunities for students to manipulate information—drag punctuation into place, rearrange sentences, reveal answers—and forge their own knowledge.


Kids who would otherwise need to review a lesson multiple times to retain information gain a whole new level of engagement with tools that allow (and even encourage) group learning; the presentation creates a center of focus and prompts students to think together and complete exercises together. When they’re not actively working with the board, students benefit by watching, critiquing, and correcting the process as it happens.


In our visual, point-and-click culture, high-tech teaching tools capture attention, create a tactile engagement from abstract material, and encourage involvement. In short, new, interactive presentation software and hardware turn ideas nto substance. tudents are motivated to participate, changed from audience into learners.
Teaching is translated too, as every lesson and assessment you write can be infinitely customized to suit your and your students’ preferences. Your only limit is your own imagination, and so much of the software and resources available on the web are absolutely free for the taking!


Free sites like Quizlet offer teachers an assortment of interactive activities for students to learn vocabulary through practice tests and games. Free software like Adobe Acrobat and PowerPoint allow teachers to use either self-created presentations or title-specific materials from companies like Prestwick House. Teachers can enhance and drive home vocabulary or grammar lessons, enhance writing and editing skills, or pique student interest in a new book.
Freedom and versatility are the keys.

Whether your tool of choice is a downloadable PDF version of your favorite teaching guide, an enhanced presentation, or an ebook for your Kindle, never has there been such a vast array of materials and strategies available at such low cost and such high convenience.

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Annie Rizzuto is a copywriter and social networking advocate for Prestwick House Publishing in Smyrna, DE. A recent graduate of University of Delaware’s Business and Technical Writing program, Annie is thrilled to be part of a company with a focus on helping English teachers. Read more of her writing at www.prestwickhouse.blogspot.com.