Effective Communication W 3

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Effective communication through reading and writing. : 

Effective communication through reading and writing. The purpose of this Workshop is to teach you how to communicate more effectively through reading and writing, an invaluable skill. How are we going to teach you in this lunch period? Teach you how to teach yourselves to read and write more effectively.

Game plan: 

Game plan Value of the study of English Why should I care? Where does it lead me? Do I want to go there? … provide motivation How to read critically. I understand what I’m reading …isn’t that good enough? You mean there’s more?  How all of this applies to your writing.

What good is the study of English?: 

What good is the study of English? What does this question mean? Language is, unarguably, the most important subject to study. You use it for everything. Why do we need to read Shakespeare’s plays, novels, and poetry? How will studying literature help me in any way? Great question …

What good is the study of literature?: 

What good is the study of literature? “Does it help us think more clearly, or feel more sensitively or live a better life than we could without it? … What difference does literature make in our social or political or religious attitude? In my early days I thought very little about such questions, not because I had any of the answers, but because I assumed that anybody to asked them was naïve. I think now that the simplest questions are not only the hardest to answer, but the most important to ask …” – Northrop Frye, The Educated Imagination.

Slide5: 

The following slides contains philosophical content which is intended for attentive audiences.  Viewer wakefulness is advised. WARNING!

What is Literature in the field of Language: 

What is Literature in the field of Language Descriptively (noun) classify and distinguish the physical objects around us A cat is an animal. Temperature is up to 38oC Practically (verbs) Describe processes that occur in the physical realm To make a plane, fold here, here, and here. Imaginatively (literature) Captures intangible ideas and feelings from the mind in physical forms I want this. If only I had a million dollars, then I’d ... He has chair-like teeth. You beast!

Slide7: 

3. World within Us 1. World around Us 2. Us and the World

So is Literature useless?: 

So is Literature useless? Unlike the other two uses of language, it is not connected to the physical world in anyway Being unreal, why should we care?

What is Literature: 

What is Literature Literature doesn’t exist anywhere but our imagination. So it’s not real … However, our imagination is closely linked to the formation of thought and ideas. Thoughts and ideas are both, arguably, real to the individual. Literature is both unreal and real.

Real and Unreal … Whaaatt?: 

Real and Unreal … Whaaatt? Parts of what literature expresses are unreal and other parts are real. e.g. Romeo and Juliet. They didn’t exist but such feelings of love, despair, loss, and tragedy surely did and they still do exist! Literature uses an unreal situation to demonstrate a real point. -- reason #1

Slide11: 

3. World within Us 1. World around Us 2. Us and the World

Slide12: 

3. World within Us Literature enables us to study how others captured the ideas and feelings within them. As a result, literature is capable of training our imagination. – reason #2

Slide13: 

Literature Grants us a new approach to reality … makes you more tolerant Reveals new ideas and feelings that would otherwise have been lost. … makes you think more clearly Language influences thought "the limits of my language indicate the limits of my world” Ludwig Wittgenstein, Tractatus Logico Philosophicus

What good is literature?: 

What good is literature? Improves your vocabulary Serve as examples Develops prose Capture and express your ideas more effectively Adds strength to your writing Think clearly and for yourselves Offer different perspectives life leading to tolerance and deeper understanding of issues especially since you are not apart of the event. Study humanity and let us become what we know They are used as examples in other literature

How?: 

How? Sounds like pretty good stuff huh? Well how do we get all those great benefits? 1st step is to learn to read critically

What is Critical Reading?: 

What is Critical Reading?

What Critical Reading Isn’t: 

What Critical Reading Isn’t It is NOT memorization It is not ‘skimming’ the work You don’t just ‘get the gist of it’ Ever feel like the words are ‘just happening’? That is NOT critical reading!

What is critical reading?: 

What is critical reading? Critical reading is not a passive process It is reading in a way that you are actively engaged with the material In writing, there are things up for interpretation. Reading critically is to catch these things and interpret them! The critical reader gains more from the passage

Example!: 

Example! A just and efficacious travel and immigration policy would not exclude people because of their HIV status unless they posed a danger to the community through casual transmission. US regulations should list only active tuberculosis as a contagious infectious disease. Question: How does the author feel about the US HIV testing policy? How do you know?

Tone: 

Tone What is tone? The attitude of the piece. The feeling and emotion that is conveyed besides the actual facts. Like what? Examples (happy, sad, angry, indignant, indifferent, etc.)

Tone: 

Tone A just and efficacious travel and immigration policy would not exclude people because of their HIV status unless they posed a danger to the community through casual transmission. US regulations should list only active tuberculosis as a contagious infectious disease. What type of tone do you think the piece has? Possibly upset Critical Angry Reproaching Etc.

How to tell: 

How to tell A just and efficacious travel and immigration policy would not exclude people because of their HIV status unless they posed a danger to the community through casual transmission. US regulations should list only active tuberculosis as a contagious infectious disease. Look for clues in keywords: A just and efficacious policy implies that the current policy is not… Look for strength of assertion: …regulations should list only active tuberculosis

Tone: 

Tone Identifying tone is important to critical reading It helps you identify where the author is coming from, and what their point is But how do you tell what the point is?

Annotating: 

Annotating Annotating helps you organize difficult passages into chunks you can understand First, circle difficult words. Try to make sense of them in their context. Second, find tough sentences and break them down. Third, find the main idea of the paragraph. State the point of the paragraph in your own words. Fourth, identify the tone of the author Fifth, identify the main idea of the piece, in your own words.

Exercise!: 

Exercise! Monet was born in Paris in 1840 and as a child of five moved with his family to Le Havre on the Normandy coast. In the weather of Normandy, as generations of channel passengers have painfully learned, the proverbially unpredictable sun, clouds, rain, and fog transform the sky and its sea reflections from moment to moment. Young Monet, impatient to flee the ‘prison’ of school, eagerly explored beaches and cliffs. At the age of eighteen his father sent him to Paris for advice from established artists and a tour of the salons where artists’ reputations were made. He was fascinated by the artists’ café world, by the debates between the romantic ‘nature painters’ and the ‘realists’ known for their still lifes. By the summer of 1864, Monet had begun his staccato life of painting-excursions to the forests near Paris and the seacoasts of Normandy and elsewhere. It was during these twenty years that Monet developed as an Impressionist. Monet aimed to report whatever the alert artist could make of the moments of light that came to it. Monet’s achievement was not in the durable but in the elusive moment. He conquered time by capturing light, the speediest messenger of the senses.

Paragraph 1: 

Paragraph 1 Monet was born in Paris in 1840 and as a child of five moved with his family to Le Havre on the Normandy coast. In the weather of Normandy, as generations of channel passengers have painfully learned, the proverbially unpredictable sun, clouds, rain, and fog transform the sky and its sea reflections from moment to moment. Young Monet, impatient to flee the ‘prison’ of school, eagerly explored beaches and cliffs. Difficult words? Proverbially: what can you replace it with? Difficult sentences? Main Idea? Monet was restless and wanted to explore

Paragraph 2: 

Paragraph 2 At the age of eighteen his father sent him to Paris for advice from established artists and a tour of the salons where artists’ reputations were made. He was fascinated by the artists’ café world, by the debates between the romantic ‘nature painters’ and the ‘realists’ known for their still lifes. Difficult words? Difficult sentences? Main Idea? He was fascinated by the artists’ world.

Paragraph 3: 

Paragraph 3 By the summer of 1864, Monet had begun his staccato life of painting-excursions to the forests near Paris and the seacoasts of Normandy and elsewhere. It was during these twenty years that Monet developed as an Impressionist. Monet aimed to report whatever the alert artist could make of the moments of light that came to it. Monet’s achievement was not in the durable but in the elusive moment. He conquered time by capturing light, the speediest messenger of the senses. Difficult words? Difficult sentences? Monet’s achievement was not in the durable but in the elusive moment. What does durable mean? What about elusive? How does that relate to the sentence before? Main idea? Monet’s genius was in his use of light, which developed during his exploration of nature.

Slide29: 

Monet was born in Paris in 1840 and as a child of five moved with his family to Le Havre on the Normandy coast. In the weather of Normandy, as generations of channel passengers have painfully learned, the proverbially unpredictable sun, clouds, rain, and fog transform the sky and its sea reflections from moment to moment. Young Monet, impatient to flee the ‘prison’ of school, eagerly explored beaches and cliffs. Main idea: Monet was restless and wanted to explore. At the age of eighteen his father sent him to Paris for advice from established artists and a tour of the salons where artists’ reputations were made. He was fascinated by the artists’ café world, by the debates between the romantic ‘nature painters’ and the ‘realists’ known for their still lifes. Main idea: He was fascinated by the artists’ world. By the summer of 1864, Monet had begun his staccato life of painting-excursions to the forests near Paris and the seacoasts of Normandy and elsewhere. It was during these twenty years that Monet developed as an Impressionist. Monet aimed to report whatever the alert artist could make of the moments of light that came to it. Monet’s achievement was not in the durable but in the elusive moment. He conquered time by capturing light, the speediest messenger of the senses. Monet’s genius was in his use of light, which developed during his exploration of nature. Tone? Admiring, respectful. Main idea of the paragraph: Monet was a skilled painter whose creativity and artistic nature extended from childhood throughout his life.

Tips for critical reading: 

Tips for critical reading Do: Annotate! Keep it simple. Draw links between major ideas Summarize main ideas of paragraphs in your own words. Note tone and purpose of the author. Don’t: Summarize main ideas using words from the passage you don’t understand. Memorize!

How to critically read: 

How to critically read Don’t read looking only for information Do read looking for ways of thinking about the subject matter Critical reading is a two step process: 1) reading for understanding 2) analyzing what you have read

Analyzing what you have read (cont’d): 

Analyzing what you have read (cont’d) What is said? What’s the authors points? What conclusion does the author reach and do they logically follow from his/her points? What is NOT said? How is it said? What’s the author’s tone? Has the author used neutral words or emotional words? For what purpose? What does the author want you to think? What do you think? Why?

How does this relate to your writing?: 

How does this relate to your writing? Critical reading allows you to see elements that the authors used to express his/her point When you are writing, you use what you’ve learned in the reverse order Idea Main point Tone Supporting points

Now to Writing …: 

Now to Writing …

Example of writing that we would see in an academic setting: 

Example of writing that we would see in an academic setting I am not, indeed, sure whether it is not true to say that the Milton who once seemed not unlike a seventeenth-century Shelley had not become, out of an experience ever more bitter in each year, more alien to the founder of that Jesuit sect which nothing could induce him to tolerate. Professor Harold Laski (Essay in Freedom of Expression)

Why do we write?: 

Why do we write? Convey ideas/feelings/thoughts Respond to ideas/feelings/thoughts Prove a point … to communicate one writes something so that another will understand it Writing, in our society, seems to lack this

Orwell’s ideology: 

Orwell’s ideology Language is decaying because we are not taking control of it Language is an instrument that we shape to our own purpose Language and thought are closely linked. Bad language clouds thought thereby making one use more bad language Thinking more clearly leads to using better language

Why Orwell?: 

Why Orwell? Orwell critiqued language in a professional setting, so how does this relate to you? We model our own writings after that of professionals. Professionals’ use of language is decaying, we shouldn’t follow in their steps Orwell tackles something fundamental in writing … fundamentals is where we start

Orwell’s ideology - prose: 

Orwell’s ideology - prose Prose should be the joining of words for the sake of their meaning to form a phrase or phrases that describe a certain idea Prose, in poor English, is used as the joining of pre-prepared phrases. Where does meaning go? Where does your idea go?

Problems with Language: 

Problems with Language Lack of precision Verbal phrases Pretentious diction/meaningless words Staleness of imagery Dying metaphors Points don’t get through New ideas are transformed by these bad elements into boring and familiar phrases.

Verbal phrases: 

Verbal phrases Less and less of simple verbs Break, stop, spoil, mend More and more of verbs becoming a phrase Serve the purpose of, be subjected to, have the effect of, exhibit a tendency to Use only if absolutely necessary

Pretentious Diction & Meaningless Words: 

Pretentious Diction & Meaningless Words Large and vague words Inexorable, veritable, liquidate, pacification, rectification Words from other languages Meaningless words not unjustifiable assumption, leaves much to be desired, would serve no good purpose, a consideration which we should do well to bear in mind

Lack of Precision: 

Lack of Precision Is used a lot in our society to blur out the unfavorable details of certain facts Just because you read it, DON’T feel inclined to use it “The great enemy of clear language is insincerity.” - Orwell Millions of peasants are robbed of their farms and sent trudging along the roads with no more than they can carry. this is called transfer of population or rectification of frontiers.

Dying metaphors: 

Dying metaphors Metaphors are used to elicit a mental image that helps in the understanding of some concept Some metaphors are so overused that they elicit nothing. Stand shoulder to shoulder with Others are completely misused. Toe the line Hammer and the anvil Be original, make up new ones! - chair like teeth

Power behind Language: 

Power behind Language I returned and saw under the sun, that the race is not to the swift, nor the battle to the strong, neither yet bread to the wise, nor yet riches to men of understanding, nor yet favour to men of skill; but time and chance happeneth to them all. Ecclesiastes

Power behind Language: 

Power behind Language Objective considerations of contemporary phenomena compel the conclusion that success or failure in competitive activities exhibits no tendency to be commensurate with innate capacity, but that a considerable element of the unpredictable must invariably be taken into account.

Writing Process: 

Writing Process 1. What am I trying to say? 2. What words will express it? 3. What image or idiom will make it clearer? 4. Is this image fresh enough to have an effect? Could I put it more shortly? Have I said anything that is avoidably ugly?

Don’ts and Do’s: 

Don’ts and Do’s (i) Never use a metaphor, simile, or other figure of speech which you are used to seeing in print. (ii) Never us a long word where a short one will do. (iii) If it is possible to cut a word out, always cut it out. (iv) Never use the passive where you can use the active. (v) Never use a foreign phrase, a scientific word, or a jargon word if you can think of an everyday English equivalent. (vi) Break any of these rules sooner than say anything outright barbarous.

Slide49: 

1. I am not, indeed, sure whether it is not true to say that the Milton who once seemed not unlike a seventeenth-century Shelley had not become, out of an experience ever more bitter in each year, more alien [sic] to the founder of that Jesuit sect which nothing could induce him to tolerate. Professor Harold Laski (Essay in Freedom of Expression)

Slide50: 

1. I am not, indeed, sure whether it is not true to say that the Milton who once seemed not unlike a seventeenth-century Shelley had not become, out of an experience ever more bitter in each year, more alien to the founder of that Jesuit sect which nothing could induce him to tolerate. Professor Harold Laski (Essay in Freedom of Expression)

Slide51: 

1. I am not, indeed, sure whether it is not true to say that the Milton who once seemed not unlike a seventeenth-century Shelley had not become, out of an experience ever more bitter in each year, more alien to the founder of that Jesuit sect which nothing could induce him to tolerate. Professor Harold Laski (Essay in Freedom of Expression)

Slide52: 

1. I am not, indeed, sure whether it is not true to say that the Milton who once seemed not unlike a seventeenth-century Shelley had not become, out of an experience ever more bitter in each year, more alien to the founder of that Jesuit sect which nothing could induce him to tolerate. Professor Harold Laski (Essay in Freedom of Expression)

Slide53: 

1. I think that the Milton who once seemed not unlike a seventeenth-century Shelley had not become, out of an experience ever more bitter in each year, more alien to the founder of that Jesuit sect which nothing could induce him to tolerate. Professor Harold Laski (Essay in Freedom of Expression)

Slide54: 

1. I think that the Milton who once seemed like a seventeenth-century Shelley had not become, out of an experience ever more bitter in each year, more alien to the founder of that Jesuit sect which nothing could induce him to tolerate. Professor Harold Laski (Essay in Freedom of Expression)

Slide55: 

1. I think that the Milton who (once seemed like a seventeenth-century Shelley) had not become, (out of an experience ever more bitter in each year), more alien to the founder of that Jesuit sect which (nothing could induce him to tolerate.) Professor Harold Laski (Essay in Freedom of Expression)

Slide56: 

Milton seemed like a seventeenth century Shelley Milton had not become more alien to the founder of the Jesuit sect. This was a bitter experience that grew each year. Nothing could induce Milton to tolerate the Jesuit sect.

Slide57: 

Milton seemed like a seventeenth century Shelley Milton became more akin to the founder of the Jesuit sect. This was a bitter experience that grew each year. Nothing could induce Milton to tolerate the Jesuit sect.

Slide58: 

Milton became more akin to the founder of the Jesuit sect. The fact that Milton could not tolerate the Jesuit sect made this an escalating bitter experience. In this way, Milton seemed like a seventeenth century Shelley.

Here’s another to keep in mind …: 

Here’s another to keep in mind … IDEA MAPS

Idea Maps Goals: 

Idea Maps Goals Visualize thoughts and ideas on paper Organize these thoughts and ideas into a logical flow To take this flow, and turn it into an essay, short story, or poem

Idea Maps An Overview: 

Idea Maps An Overview

Idea Maps An Overview: 

Idea Maps An Overview

Idea Maps: 

Idea Maps How Are They Useful?

Idea Maps Make Your Own Idea Map: 

Idea Maps Make Your Own Idea Map Suburbs-to-Burlington not local call by Nicole MacIntyre Some suburbanites are feeling like second-class citizens despite a plan to extend local calling. Residents in outlying communities still won't be able to call Burlington as a local call, as old Hamilton can. Jane Lee, city's director of customer service, said the main focus of the proposed expansion is allowing businesses and residents within Hamilton to call one another. She said early cost estimates suggested expanding the service within the city boundaries would cost close to a dollar a line. Adding Burlington would have pushed the cost higher…There is a short period to bring the request before the Canadian Radio-television and Telecommunications Commission for approval, she said. "We would have run into timing problems." Burlington could be considered as another expansion at council's direction. If OK'd by CRTC, local calling would be extended to Ancaster, Binbrook, Dundas, Freelton, Galt, Hamilton, Lynden, Mount Hope, Stoney Creek, Waterdown and Winona. The Hamilton Spectator, Saturday, January 20, 2007; www.hamiltonspectator.com/breakingnews/

Idea Maps Make Your Own Idea Map: 

Idea Maps Make Your Own Idea Map Topic: Life In High-school

Final Activity: 

Final Activity

What is your greatest accomplishment, and how has this experience changed your life?: 

What is your greatest accomplishment, and how has this experience changed your life? We come to be who we truly are through our experiences with one another every day. Both our greatest accomplishments and our greatest disappointments in life help to shape our identities and define us as individuals. I can think of many important accomplishments in my own life that have contributed to creating my own distinct sense of self, but one specific experience has impacted me the most, and this is the two weeks over the previous summer that I spent backpacking in many countries in Europe by myself. I spent time in England, France, Spain, and Italy exploring the interesting historical and architectural aspects of each country, and gaining a deeper respect for the way that other cultures operated throughout the world. This was a great accomplishment for me particularly because I had never been away from home on my own before, but I felt that it was necessary in order for me to gain a sense of independence and also to get a wider perspective on cultures other than my own, and as well to prove to myself that I am capable of solving problems on the basis of my own determination and willpower, rather than relying on someone else.

Continued …: 

Continued … I feel that this experience has definitely impacted my life in a positive way because it not only taught me the valuable lesson that God helps those who help themselves, but it also instilled in me the qualities of confidence, independence, and perseverance, and solidified my problem-solving capabilities. This is so important because these are just some of the many characteristics that are required for an individual that is about to enter adulthood and attend university or college, and this backpacking adventure made me realize that I am capable of getting by on my own, and overcoming the challenges that will come my way as part of the post-secondary experience. I am confident that I can be successful in my upcoming endeavours, not only in the post-secondary atmosphere, but into the adult workforce as well, and much of this is due to the qualities that I have acquired through this short period of time in a foreign place. The excursion has as a whole left me a more mature and well-rounded person, and will continue to have a bearing on my outlook on life for the rest of my life.

What is your greatest accomplishment, and how has this experience changed your life?: 

What is your greatest accomplishment, and how has this experience changed your life?