10 Years After

My return to college

8.29.2003

God Save The Queen

No post yesterday. Tuesday night I dropped my British Novel class and added the Writing in Profession class. Yesterday I spent the time reading through various biographies of Milton. There was a semi-optional writing assignment for my Milton class, a journal entry :"Pick out a striking passage from one of the early lives. What does it tell you about Milton's personality at that stage of his life? How is his distinctive poetic voice related to his personality?" All well and good, but nothing in the biographies really stood out to me.

Well, mostly nothing.
Two things did, but I wasn't sure how to relate them to his "distinctive poetic voice" or his personality. The first didn't really have anything to do with a stage of Milton's life. It was the fact that Milton's father was disinherited for reading an English Bible. What struck me about this was the fact that Milton then goes on to rewrite in English a pivotal story of the bible, the downfall of man. Of course I mean Paradise Lost. It is interesting, I think, that he actually does what opponents of translating the Bible into various vernaculars were afraid of - changing the story (and common perceptions). I viewed this project in keeping with his thrist for knowledge. Also, I thought of an odd connection. It struck me that his thirst was similar to a chief component in the Hacker's Code ("all information should be free") .
The second thing was the regicide/antimonarchist angle. Again, I could only tie this into Paradise Lost. It's generally recognized that Satan is reinvented by Milton. I wondered if this had anything to do with some feeling of empathy with the character. I don't have my book with me today, but several of these pieces we read came from the same notes so they had near identical passages. I'll include the exact text later, but there is a particular passage that comments on Milton's attitude toward Royalty and Tyranny, an issue of accountability. It struck me that a similar argument toward God being a sort of tyrant was used by some in my Philosophy class last semester. (Basically, God could have created a perfectly working world. Instead, however, he created an imperfect world and allows suffering to continue. This seems to some to call into question whether God is good or not.)

Today has been a nice day. Intro to Ling was interesting. We finished a worksheet which was designed to impress upon us that we had a tacit understanding of English grammar. After that we spoke about Creoles. One student in the class inquired if Ebonics is a creole. Gross talked a little about the differing opinions as to whether it is a dialect or a creole. I was surprised by how "lite" the explanation was. Another inquired if only Africans make creole languages since the examples seemed to prodominantly involve slaves. (No, but they do seems to need oppression in order to evolve according to Gross). The last question asked if linguistic use of creole meant the creoles in Louisiana.

creole

n. [F. crèole, Sp. criollo, from an American negro word, perh. a corruption of a Sp. criadillo, dim. of criado servant, formerly also, child, fr. L. creatus, p. p. of creare to create. Cf. Create.] One born of European parents in the American colonies of France or Spain or in the States which were once such colonies, esp. a person of French or Spanish descent, who is a native inhabitant of Louisiana, or one of the States adjoining, bordering on the Gulf of of Mexico.

Note: ``The term creole negro is employed in the English West Indies to distinguish the negroes born there from the Africans imported during the time of the slave trade. The application of this term to the colored people has led to an idea common in some parts of the United States, though wholly unfounded, that it implies an admixture greater or less of African blood.'' --R. Hildreth.

Note: ``The title [Creole] did not first belong to the descendants of Spanish, but of French, settlers, But such a meaning implied a certain excellence of origin, and so came early to include any native of French or Spanish descent by either parent, whose nonalliance with the slave race entitled him to social rank. Later, the term was adopted by, not conceded to, the natives of mixed blood, and is still so used among themselves. . . . Besides French and Spanish, there are even, for convenience of speech, 'colored' Creoles; but there are no Italian, or Sicilian, nor any English, Scotch, Irish, or 'Yankee' Creoles, unless of parentage married into, and themselves thoroughly proselyted in, Creole society.'' --G. W. Cable.

Note: In New Orleans the word Creole is applied to any product, or variety of manufacture, peculiar to Louisiana; as, Creole ponies, chickens, cows, shoes, eggs, wagons, baskets, etc. - Webster's Revised Unabridged Dictionary, © 1996, 1998 MICRA, Inc.

[taken from the Dictionary.com entry on creole.]





8.27.2003

The Crying of Lot G

Yesterday I thought I'd speak with my advisor about switching around British Novels for Computers, Literature, & Writing. Between classes I walked up to the 4th floor to see what his office hours might be this semster. I was surprised to see his name tag off the door and the office appear to be empty. I walked down to the first floor to check the building roster, thinking he had been moved to another office. I was shocked to see his name not appear on the list of professors and instructors.

This morning I stopped by the department office to inquire abot this matter. I was told that he had left the university for a job in New York. The secretary then advised me to speak with the undergrad dean regarding who my replacement advisor would be. I had a sinking feeling in my stomach and kept thinking of what the undergrad dean had said when he assigned my now former advisor- that he was assigning him to me because he wanted me to have the same advisor for the length of my studies here at ETSU.

After my first class I strolled by the Computer Science buiding and gathered the information I need to test out of CSCI 1100 - using information technologies. I won't be able to sign up for a test day until September 3rd. The dates and times are as follows:
F Sep 20 9a-1p
M Oct 14 12-4p
M Oct 11 5p-9p
F Dec 6 9a-1p
I'll have to review a few things such as MS Word and Excel as well as looking over the online library resources. Other than that I expect the test will be a cake walk. After I register there are online tutorials and stsudy materials that I plan to make good use of.

My linguistics classes were mildly interesting today. In Intro To Linguistics we talked mostly about arbitrary and non-arbitrary signs. There was also a short discussion about sign languages. From what I read of "Men, Apes, Languages" I was able to answer whether sign languages are bona fide languages (American Sign Language is). In Dialectology we went over phonetics and were given a photocopy of the basics of sound classification/creation by the instructor. These two classes complement each other very well and both are moving at a very relaxed pace.

Next up I have my Computer, Literature, and Writing class. I'll speak with the instructor after class about my intention to switch British Novels for the Writing in Profession class. The work load in British Novels as well as the certificate I can gain by adding another technical writing class make it a no brainer. And though I am tempted to inquire about taking 21 hours, I realize it is foolish.



8.26.2003

Please Wake Me Up


I didn't sleep well last night so I woke up incredibly groggy. I had to leave the house early and scramble to get to class on time. I was a couple of minutes late.

Yesterday I learned that ETSU offers some sort of certificate of concentration in technical writing. They issue it to people that have 9 hours of technical writing or writing with computers. My Computers, Writing, and Literature class counts toward this. Also, the professor indicated that work experience can count towards 3 credit hours. My years of written communication in technical support should count I think. I still have the technical suport Web page I constructed for NetAccess, even though it is no longer online. That would mean that I lack three hours for the certificate.

Well, there's a Monday night class that would fill this requirement. Professional Writing. It's from 6 to 8:45. The catch is that I already have 18 hours and need permission to take an overload of 21 hours. I am sure I am capable of doing the work. And while 21 hours sounds like a lot (and it is) I am finding that so far today the load I am taking on MWF is not overbearing. The two linguistic courses go well together and my background with History of English and Grammar & Usage seem like great groundwork.

I have another hour until my next two classes, British Novels and Milton. I think I'll wait until I sit through those classes before deciding whether to seek permission from my advisor to take an overload. Either could potentially samp me with work.

8.25.2003

2 + 2 = 5.

School has started again.
My first class today was Intro to Linguistics. It is nice to be back. Dr Gross didn't hand out a syllabus for the class. This semester we will be doing our online stuff, such as reading the syllabus, off of blackboard rather than Dr Gross's web space on the ETSU server. After going over some basic course fundamentals (how grades will be weighted, working in teams, etc.) we started into Linguistics.
After class I strolled over the library and logged into Blackboard. There was an announcement from Dr Gross welcoming me to the class. I could not, however, log into my Computer, Literature, and Writing class. I went through the steps to log into it, but it kicked me out. I suppose I need authorization from the instructor, and that isn't set up yet. (I mentioned to Kenny that as I was glancing over the text for this class over the weekend I noticed a passage that called for students to add a counter to their Web page. Very silly.)

I have two more classes this afternoon. Next is my Dialectology class and then I have my Computer & Writing class.

Update: Dialectology was interesting. There are about 14 students in the class, with two of them being grad students. The guy from my Grammar & Usage class over the summer who taught English as a second language for three years is in my class. Basically, we read the syllabus, talked about the survey project (Middle age person from Appalachia), and went over some of the basic divisions of linguistics (phonology, phonetics, and morphology). Surprisingly, it seems half the class has no linguistic background. Then again, I hadn't had any coursework prior to takng my History of English. Still, I think this will give me a leg up in the class.

Next up, Computer, Writing, and Literature..... and since it is in the computer lab I'll have to snag a drink before class starts.



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