Examples of WebQuests ;-)

Here's a link to WebQuests created by grammar300-1 students in spring 2009.
Here's a link to WebQuests created by grammar300-2 students in spring 2009.

Our Own WebQuest-URLs

1) Stile Smith: Railroad Slang

2) Mike McGeady: Mobster Slang

3) Mike Springston: Cockney Rhyming Slang

4) Janelle Medernach: 1920s Slang

5) Joana Balliu: 1920s Slang

6) Samantha Barnes: Computer Slang

7) Abby Morgan: Fan Fiction Slang

8) Josh Evans: Soldier Slang

9) Zach Solomon: 1960s Slang

10) Dan Wainright: Snowboarding Slang

11) Megan McCord: Musicians' Slang

12) Sami Jo: Prisoner Slang

13) Maegan Carey: 1960s Slang

14) Jamie Franklin: Drug Slang

15) Kanika Blair: Drug Slang

16) Tashina Craig: Hip-Hop Slang

17) Guadalupe Garcia: Citizens' Band (CB) Radio Slang

17) Jessica Roby: Prison Slang

"Grammar Without Grammar: Just Playing Around,Writing"

In the article, the author Deborah Dean, talks about how using basic grammar education tactics was useless to her students. She tried to go about different approaches that would best benefit her students until the grammar curriculum was dropped from her school. While helping her students write, she realized that her and her students had to have a "common vocabulary" in order to succeed in improving their writing skills.

That is when she took a different approach. Since the students weren't familiar with grammar, she began to use "imitation" which is an older method in grammar instruction where she would explain grammar without using grammatical terms. When using this approach, her students can learn everything there is to know about grammar but in a fun and exciting way for her students to understand. She would have the students find or make up sentences that dealt with grammatical errors and have them correct them without the students realizing that they were learning about for example, sentence structure, fragments, and incorporating their ideas in more complex sentence structures.

Deborah Dean stated that even though her students learned about grammar, the students couldn't more than likely identify the correct grammatical terms for what they learned. For example he/she could not identify that he/she were correcting fragments or sentence structure, but the approach taught by Dean improved their writing skills.

Intro to WebQuests

This is our second (and last) big project, next to the research essay:

We are going to create a Lesson Plan again; this time focusing on the 6th big E, the E-Search. We will also have a big chunk of Engage and Explore in our Learning Cycle.

Today, we are going to learn a new software tool: WebQuests.

These are meant to be online lesson plans that teachers can use in class, providing their students with links to do research about certain topics. (This is point 6 from our Learning Cycle, the "e-search.") The kids go on a "quest" on www and expand their previous knowledge.

The WebQuests have several different steps the kids have to follow, and they also offer a rubric at the end, so the kids know what they will be graded for. Also, they have a welcome page that explains the topic and what they are going to do.

Our task: WE ARE CREATING A WEBQUEST LESSON PLAN ABOUT THE TOPIC "SLANG."

PROMPT 1:

Read the following 1-page excerpt from the diary of a medical intern, written by Perri Klass. In it, she explains how she had to learn a "totally new language" in order to understand the slang of nurses and doctors. It is like a "secret language," so that the patients won't know what is wrong with them when the medical staff talks about them. Beware - some expressions are quite offensive!

PROMPT 2:

Choose a topic from the following list (or google your own topic) - it needs to be the special language/dictionary of ONE group of society.

soldiers' slang (Slang from Operation Iraqui Freedom)
prison slang
rhyming slang (England; Cockney)
police slang
computer slang
railroad slang
1920's slang
1960's slang
Mountain Bike Slang
Australian Slang
Death Slang
Antarctic slang
drug slang

You can also come up with a topic of your own for which you can find an online dictionary. Past semesters' studens have written WebQuests about skateboarder slang, fashion slang, Clockwork Orange slang, etc.....

When you have chosen your topic (and your dictionary of a certain slang), you have the FIRST COMPONENT of your WebQuest lesson plan. Here's an overview of all the components you need:

COMPONENTS of WEBQUEST lesson plan:

1. a link to your slang dictionary, and a definition of "SLANG"
2.1 a welcome page (Intro) that tells the kids (address them; let me know their grade level) what the topic of your lesson is (which group you're talking about)
2.2 a TASK page that tells the kids what the purpose of your lesson is (why they need to learn about it), and what they will do
2.2b your purpose: why it is important nowadays to know about this slang
3. an assignment page (Process) with e-search assignments (links) for the kids. Here, you need to tell them how to present their findings (such as, to write down what they researched on a piece of paper, fill in a study guide that you prepare, do a ppt presentation, etc.).
4. a grading rubric



For task 3, the PROCESS, you should have the following components:

3.1 I expect you to define the word SLANG for your students. Give them an example for a metaphor (taken from your dictionary). You can also make them write down their own definitions, and then let them click on a link to an online dictionary that defines those terms correctly.

3.2 Create a brief text using the slang you're talking about (either, write it yourself, or use the translation engine on your website). Let the kids translate it into Standard Written English without looking at the dictionary for help. Then, give them the solutions in a later section of your webquest, to check their responses.

3.3 Give them the link to your dictionary, and their first assignment (e.g., create a 10-item dictionary with words chosen from it on their own, etc.)

3.4 Give them some kind of writing assignment about YOUR insider group's slang that you will grade with your grading rubric (prompt examples: "Write a short story using this slang." or "Write an essay about why it is important to learn a certain slang if one wants to "belong" to a group of insiders." or "Is it better to remain true to one's origins and speak one's own language, or does one have to adapt when joining a different group?" or "Why can the use of metaphors be good/bad sometimes?" or "If you were a patient, would you prefer that the doctors speak clear text with you, or wouldn't you mind them talk in secret language?" or "Is a secret language ment to INCLUDE or EXCLUDE people?" or "Develop your own secret society. Write a short essay about what kind of language you would use." BE CREATIVE!!!)

3.5 Create your Grading Rubric with the online functions that WebQuest offers.


SOFTWARE: modeling how to create WebQuests

Go to the homepage of WebQuest. You need to sign up and register for a "30 day free trial." Then, we'll model together how to create the background template and colors, etc. The online builder is pretty easy and self-explanatory, and will guide you through all steps. Remember to ALWAYS SAVE what you typed before you click on another field; otherwise, you'll lose everything!!! You can also insert pictures (which you should do, depending on the grade level you instruct.)


To give you an idea of layout possibilities:

Here's an example WebQuest about Clockwork Orange "NADSAT SLANG" created by one of my former students: http://questgarden.com/69/77/4/080914190240/

TIMELINE for this project: We will work on it for two to three class periods; the rest will be homework. DUE DATE: to be agreed upon.

Figures of Rhetoric in Advertising Language

In this article written by Edward F. Mcquarrie and David Glen Mick it tries to find through research if there is any difference between simple and matter of a fact and complex and as the writers say, “Artful” rhetorical figures in advertising. While there are other types of use when talking about rhetorical figures in advertising the writers of this article chose to focus on text. This is a consumer research paper on how people view text ads. Mcquarrie and Mick believe that this type of research has been long over looked when talking about the “appropriate text-centered terminology and without access to necessary conceptual tools(e.g., deviation), the longstanding and widespread use of rhetorical figures in advertising has been simply over looked in consumer research.” So what is a rhetorical figure? Well it is a artful deviation in the form taken by a statement. What I believe it means is that it is the description of a product in a text only Ad. So, the question is which is a better way to go about describing your product when producing a type only ad, colorful and complex or just as simple as you can get it. The research in this article is very complex and is broken down into many different categories with the difference really being complex description and the other being rather simple. The difference between the two in the research provided is really divided evenly. Which do you think would be more evective when making a advertisment in text form only?

Slang: A Lesson In Ninth-Grade Compisition

In the article, author Bess Clark talks about how slang originated, why it's used, and why it's usually a bad thing.

Slang, Clarks says, was the language of thieves during the time of Shakespeare. Thieves used this slang in order to conceal the meaning of what they were talking about from other people. Even common terms, such as "kid" is derived from thieves. The word "kid," Clarks says, originally came from "kidnab" or "kid nabbing." Clark says the purpose of language is to express thought, not conceal it. "Why is Lincoln's Gettysburg Address as famous as it is? Because so much is said and so well said in such a few words."

Clark says slang came from the Scandinavian "slenja" meaning "to sling the jaw" or "talk abusively." She says that slang is a way of bad mouthing people and hurting their feelings. That is the reason, Clark says, that most slang does not stick around for long periods of time.

Clark goes on to say that 99 percent of slang does not stick around in language. She says the reason for this is that it is offensive and people's feelings are hurt by it. Clark uses the example of a "bug house," which is another term for an insane asylum. "If you had a dear friend or a relative, and he was judged insane, you'd see why "bug house" is offensive."

Boundary Dialects

The analysis of regional dialect differences has traditionally relied on production data, but researcher Erica J. Benson feels other factors, such as attitudes about dialect varieties, could also contribute toward understanding dialect usage. Her study focuses upon Ohio, where various studies have yielded different results. One researcher identified a speech pattern labeled as the Northern Dialect was concentrated in the northeast corner of the state, although other dialect maps extend that dialect further west. The other dominant speech patterns in the state are identified as North Midland and South Midland on one map. Researcher Craig M. Carver has dismissed the existence of a Midland dialect, identifying the transition zone between Northern and Southern dialects as Lower North. This dialect, which reflects influences from both Northern and Southern cultures, runs through a band of Midwestern states that includes our southern Illinois region. The North and South Midland dialects identified in other linguist maps also appear in other Midwestern states such as Illinois, with the southern Illinois dialect identified as South Midland.
While the north-south dialect differences were consistent among maps, Benson questioned whether Ohio also had different dialects based on an east-west divide. To survey differences, respondents were asked to circle on a hand-drawn map areas where people spoke differently. The measurements used were that people spoke the same, a little differently, somewhat differently or differently.
Respondents identified differences in regions of Ohio, although the extent of differences and the identified regions varied according to the area from which the respondents hailed. All of the respondents noted similarities that traveled across state lines, with some northern Ohio dialects associated with Pennsylvania and Michigan and some respondents grouping the dialect used in regions of southern Ohio with Kentucky and West Virginia.
Benson attributed differences in dialect perception to several factors: exposure to speakers from other regions, the travel experience of respondents and sample size of the study. Benson also identified a factor termed “linguistic security.” People in the northern regions identified their dialects as “good plain English,” while respondents whose dialect was identified in southern terms exhibited less security about their linguistic abilities. In describing the dialects of others, the more Midwestern areas of northwestern and central Ohio were rated highly by all respondents. Respondents from northwestern and central Ohio tended to group southern Ohio speakers with those from West Virginia and Kentucky. Some even called this dialect “hillbilly slang.” This mirrored a study by Michigan respondents who had a negative opinion of southern speech.
Along with the stigma associated with southern Ohio dialects, Benson found respondents in southern Ohio tended to identify fewer dialect differences and were more prone to identify their speech pattern with northern Ohio speakers. Another study found similar responses by southern Indiana speakers, who tended to align their dialects with northern states. All of the Ohio respondents identified a dialect boundary at the Ohio River, which separates Ohio from the southern states. The major dialect boundary by respondents who did not view Ohio as a single dialect region was near the city of Columbus.
Benson said some conclusions that could be drawn by analyzing dialect perceptions are that Ohio has east-west dialect differences, there is a transition area between the northern and southern dialect regions, and a Midland dialect does exist. Benson concludes perceptual studies of dialect can help provide a more complete picture of speech communities and their relationship to other communities.
The Ohio examples provide some parallels with dialects in Illinois, as both states have large urban areas and regions which border southern states. Benson did hint at perceptions of eastern dialects in Ohio, but did not discuss those speech patterns in great detail. The Ohio respondents who called their dialect “good plain English” reflect a common perception that the Midwestern states contain speakers with accentless speech patterns. More study could have been done on the Ohio urban areas to ascertain whether there is a perception that Cleveland and Cincinnati residents have dialects that differ from rural areas. In Illinois, there is a noticeable difference between the Chicago dialect and speech patterns in rural areas. Is that a north-south difference or one involving an urban-rural divide?

Look there is Katie Holmes, said Tom starry-eyed

Samantha Barnes
Megan Mccord
Dionne Jackson

in-class activity on first day after spring break

USING ADVERBS ABUNDANTLY: TOM SWIFTIES...

Today, we are going to talk about "adverbs." Instead of a mini lesson, we will start with a little grammar exercise, and then become creative ;-)


Here are some GUIDELINES about the order of adverbs in a sentence:

THE ROYAL ORDER OF ADVERBS
Verb	Manner	Place	Frequency	Time	Purpose
Beth swims	enthusiastically	in the pool	every morning	before dawn	to keep in shape.
Dad walks	impatiently	into town	every afternoon	before supper	to get a newspaper.
Tashonda naps		in her room	every morning	before lunch.

First task:
Take a quick overview of what ADVERBS are.

Second task: take this short online quiz about adverbs.

Third task (everyone on his/her own):
This is what happens if one uses adverbs abundantly... ;-)
Go to the following website and learn what "Tom Swifties" are.


Task 2:

Get together in groups of 3-4. Go to the following webpage. Your group's task is to create a 5-item test for another group that this group has to solve. Get the emails of the one member of the other group (your partner group), and email this person your quiz. The group that solves most of the 5 items it gets from another group wins!! You need to retype the Tom Swifties that you find on the webpage, but you leave out the last word, i.e., the pun, for the other group to fill in the blank. Don't invent them yourself yet!!!

Examples:

1. How do you start a model-T Ford without a battery?" asked Tom _____________ .

(answer: CRANKILY)

2. "I have to wear this cast for another six weeks," said Tom _________________ .

(answer: DISJOINTEDLY)

3. "I'm shocked," said Tom _____________________ .

(answer: ELECTRICALLY)


You should select sentences that people are able to guess when they think hard.

EMAIL me your 5-item quiz (with solutions). Only one per group, please! Indicate your group members names in this email (because you'll all get participation points for the quiz).


Task 3:

Now, invent 1 Tom Swifty on your own!!! Publish it as a comment to this blog. If you work in groups, indicate all your names on your blog entry. You can also work by yourself. If you can't finish in class, do it as homework for Wednesday, March 17th.

If you missed class today, invent a Tom Swifty by yourself, and publish it on the blog by Wednesday, March 17th, for homework.