For homework, please bring in an argumentative essay that you feel is very strong in defending its thesis (printed out or accessible on a screen).
Reread the article (this is the full version) that was used for the practice exam and look up any words or references you don't know. We will discuss this text and the practice exam (you'll receive yours back with my corrections/suggestions) in our first meeting of the new year: https://www.theguardian.com/commentisfree/2016/dec/06/mcdonalds-democracy-corporate-globalisation-trump-le-pen-farage
Tuesday, December 13, 2016
Language Skills I, Homework for Week 10
For homework, please:
1. Read pgs. 105-107 and complete the exercise on pg. 107.
2. Read pgs. 108-109 and complete exercises 1-3 on pgs. 110-111.
Review your answers to exercises 1-3 from pgs. 83-85 below:
exercise 1:
1. clarify, exemplify, simplify, identify, generalize
2. differentiate, tolerate, qualify, indicate, stimulate
3. socialize, stabilize, familiarize, dominate, computerize
4. strengthen, sadden, enrich, deafen, heighten
5. enable, widden, ensure, endanger, encourage
exercise 2:
1. misheard, 2. reheat, 3. disappeared, 4. overeat, 5. enlarged, 6. outnumbered
exercise 3:
dramatically, unaffordable, developers, despair, arguments, unwelcome, rental, universally, applicants, insecurity, inevitably, vital, space, cleaner
Note from today's class on "orange juice": the stress is on "orange juice" because stress on "juice" would indicate that the color of the juice is orange, but not necessarily that it is made of oranges. (Compare this with the difference between English teacher and English teacher.)
Thank you to student today on "fruit salad" and where the stress would be. It's truly an interesting example because it is right on the boundary of the "material of whole entity" rule that you find outlined on the first bullet point on pg. 163 (the rules above exercise 1 on stress). Following the model of "apple pie", I personally say "fruit salad" (this is also the preference of the Longman Dictionary of English Language). However, considering that the entire salad consists of fruit, the "orange juice" rule can also apply (and I found several instances of this preference for first-word stress in several linguistic papers). So both are acceptable, but keep an ear open for distinctions in different contexts (e.g. "I made a fruit salad for the party" vs. "There are lots of options for vegetarians on the menu: the side salad, the garden salad, the fruit salad." Gray areas like this will not be on the exam, but keep these cool questions/observations coming!
Nice translation of "da wird doch der Hund in der Pfanne verrückt": It's enough to drive someone mad/crazy/up a wall (note that there are a lot of fixed expressions in English that begin with the "it is" construction).
1. Read pgs. 105-107 and complete the exercise on pg. 107.
2. Read pgs. 108-109 and complete exercises 1-3 on pgs. 110-111.
Review your answers to exercises 1-3 from pgs. 83-85 below:
exercise 1:
1. clarify, exemplify, simplify, identify, generalize
2. differentiate, tolerate, qualify, indicate, stimulate
3. socialize, stabilize, familiarize, dominate, computerize
4. strengthen, sadden, enrich, deafen, heighten
5. enable, widden, ensure, endanger, encourage
exercise 2:
1. misheard, 2. reheat, 3. disappeared, 4. overeat, 5. enlarged, 6. outnumbered
exercise 3:
dramatically, unaffordable, developers, despair, arguments, unwelcome, rental, universally, applicants, insecurity, inevitably, vital, space, cleaner
Note from today's class on "orange juice": the stress is on "orange juice" because stress on "juice" would indicate that the color of the juice is orange, but not necessarily that it is made of oranges. (Compare this with the difference between English teacher and English teacher.)
Thank you to student today on "fruit salad" and where the stress would be. It's truly an interesting example because it is right on the boundary of the "material of whole entity" rule that you find outlined on the first bullet point on pg. 163 (the rules above exercise 1 on stress). Following the model of "apple pie", I personally say "fruit salad" (this is also the preference of the Longman Dictionary of English Language). However, considering that the entire salad consists of fruit, the "orange juice" rule can also apply (and I found several instances of this preference for first-word stress in several linguistic papers). So both are acceptable, but keep an ear open for distinctions in different contexts (e.g. "I made a fruit salad for the party" vs. "There are lots of options for vegetarians on the menu: the side salad, the garden salad, the fruit salad." Gray areas like this will not be on the exam, but keep these cool questions/observations coming!
Nice translation of "da wird doch der Hund in der Pfanne verrückt": It's enough to drive someone mad/crazy/up a wall (note that there are a lot of fixed expressions in English that begin with the "it is" construction).
Friday, December 9, 2016
Regional Studies Übung, Homework for Week 9
Chapter 15: Self-Help in Hard Times
1. What was the League of Nations and why didn't the States ever become a member?
2. (pg. 382) Why did the Socialist party fare poorly in the 1920s?
3. (pg. 386) What were the conditions that led to the stock market crash of 1929?
4. What were some of the points outlined in Roosevelt's New Deal?
5. (pg. 402-403) What effects did war have on unions?
6. (pg. 404) What were the effects of the New Deal on African Americans?
For those of you interested in Texas German, see this link: http://tgdp.org/
Speaking of the Espionage Act this week, one of your classmates shared this video of Edward Snowden speaking on Trump: https://www.youtube.com/watch?v=98eabjjAEz8
1. What was the League of Nations and why didn't the States ever become a member?
2. (pg. 382) Why did the Socialist party fare poorly in the 1920s?
3. (pg. 386) What were the conditions that led to the stock market crash of 1929?
4. What were some of the points outlined in Roosevelt's New Deal?
5. (pg. 402-403) What effects did war have on unions?
6. (pg. 404) What were the effects of the New Deal on African Americans?
For those of you interested in Texas German, see this link: http://tgdp.org/
Speaking of the Espionage Act this week, one of your classmates shared this video of Edward Snowden speaking on Trump: https://www.youtube.com/watch?v=98eabjjAEz8
Tuesday, December 6, 2016
Writing Skills II, Homework for Week 9
Complete your (second) essay for submission in our next class (if you will not
be submitting an essay this time, try to at least brainstorm/come up
with an outline of what you would do). The topic of this second essay
assignment can be found in my previous posts for the class. Essays must follow these guidelines below, otherwise they will not be accepted:
1. Essays need to be between 300-400 words. Do not exceed 400 words (this is an exercise in editing if you find that you are over this boundary).
2. Essays must be in 12-pt font and double spaced. (This is crucial for my remarks and corrections.)
3. If you are writing an essay in response to an essay/article with a thesis that is either one of your previous essays or was not distributed in class, your submission must include a print-out/photocopy of the essay your are analyzing rhetorically. (Otherwise, I have no context for it.)
4. Essays must be submitted printed out and submitted in our class. I'm afraid I can't make any exceptions given the sheer numbers of students I have this semester. This means no late or online submissions, unless you provide a doctor's note. If you are missing class in week 9 for another reason, your essay must be submitted by another person in class, otherwise I will not accept it for this deadline (you can always turn it in for the next essay assignment).
5. I will stop correcting any essay that has not first gone through an English spell check. Make sure that your word processor is on the English USA/UK setting when you are writing or use online spell check websites like this one: https://www.jspell.com/public-spell-checker.html
There is simply no excuse for not running your essay through a standard spelling and grammar check PRIOR to submission.
6. It goes without saying that plagiarizing this assignment is a waste of everyone's time and will result in not being admitted to the exam.When in doubt, ask me about it.
This site about transitions might help with your writing: https://msu.edu/~jdowell/135/transw.html
1. Essays need to be between 300-400 words. Do not exceed 400 words (this is an exercise in editing if you find that you are over this boundary).
2. Essays must be in 12-pt font and double spaced. (This is crucial for my remarks and corrections.)
3. If you are writing an essay in response to an essay/article with a thesis that is either one of your previous essays or was not distributed in class, your submission must include a print-out/photocopy of the essay your are analyzing rhetorically. (Otherwise, I have no context for it.)
4. Essays must be submitted printed out and submitted in our class. I'm afraid I can't make any exceptions given the sheer numbers of students I have this semester. This means no late or online submissions, unless you provide a doctor's note. If you are missing class in week 9 for another reason, your essay must be submitted by another person in class, otherwise I will not accept it for this deadline (you can always turn it in for the next essay assignment).
5. I will stop correcting any essay that has not first gone through an English spell check. Make sure that your word processor is on the English USA/UK setting when you are writing or use online spell check websites like this one: https://www.jspell.com/public-spell-checker.html
There is simply no excuse for not running your essay through a standard spelling and grammar check PRIOR to submission.
6. It goes without saying that plagiarizing this assignment is a waste of everyone's time and will result in not being admitted to the exam.When in doubt, ask me about it.
This site about transitions might help with your writing: https://msu.edu/~jdowell/135/transw.html
Language Skills I, Homework for Week 9
For homework, please:
1. complete exercises 1-3 on pgs. 83-85
2. review pgs. 86-87 and complete ex. 3 on pgs. 88-89
3. read pgs. 161-165 and complete the exercises on pgs. 163 and 164-165.
Bring your answers to exs. 4 and 5 on definite articles (pgs. 74-75) as we will be discussing nuance with definite articles in class.
Thank you to the student question about whether or not the "th" is voiced or voiceless in the word with. In isolation, the "th" in the word with can be voiceless, esp. in North American English and some UK varieties such as Scottish English, but can also be voiced, predominantly by RP speakers in the UK (an interesting discussion can be found here in the comments section, as it appears that there is quite a bit of phonetic variation: http://languagelog.ldc.upenn.edu/nll/?p=4255 ) The "th" subsequently can also manifest as voiceless or voiced in clauses such as "I went with her to the movies" or "coffee with milk", according to one's variety. Even speakers who would otherwise pronounce the word with a voiceless "th" in isolation might voice it in the context of a clause, as it is anticipating the voiced phones that proceed it. Consider the word without in which the "th" is either voiced or voiceless (as both pronunciations exist in standard varieties of English).
Review your answers to ex. 5 on pg 35 below:
met, was, have been going, saw, said, were getting, hadn't seen, bumped, was expecting, was, were talking, have you been, thought, was, have changed, wasn't, has been doing, have been
answers to part c (verbs are your choice):
When was that?
Five minutes ago. We was/is sitting on a park bench.
What was/is he doing there?
He seemed to be feeding the pigeons.
1. complete exercises 1-3 on pgs. 83-85
2. review pgs. 86-87 and complete ex. 3 on pgs. 88-89
3. read pgs. 161-165 and complete the exercises on pgs. 163 and 164-165.
Bring your answers to exs. 4 and 5 on definite articles (pgs. 74-75) as we will be discussing nuance with definite articles in class.
Thank you to the student question about whether or not the "th" is voiced or voiceless in the word with. In isolation, the "th" in the word with can be voiceless, esp. in North American English and some UK varieties such as Scottish English, but can also be voiced, predominantly by RP speakers in the UK (an interesting discussion can be found here in the comments section, as it appears that there is quite a bit of phonetic variation: http://languagelog.ldc.upenn.edu/nll/?p=4255 ) The "th" subsequently can also manifest as voiceless or voiced in clauses such as "I went with her to the movies" or "coffee with milk", according to one's variety. Even speakers who would otherwise pronounce the word with a voiceless "th" in isolation might voice it in the context of a clause, as it is anticipating the voiced phones that proceed it. Consider the word without in which the "th" is either voiced or voiceless (as both pronunciations exist in standard varieties of English).
Review your answers to ex. 5 on pg 35 below:
met, was, have been going, saw, said, were getting, hadn't seen, bumped, was expecting, was, were talking, have you been, thought, was, have changed, wasn't, has been doing, have been
answers to part c (verbs are your choice):
When was that?
Five minutes ago. We was/is sitting on a park bench.
What was/is he doing there?
He seemed to be feeding the pigeons.
Friday, December 2, 2016
Regional Studies USA Übung, Homework for Week 8
Chapter 13: The Socialist Challenge
1. Jack London is featured as one of the authors in the Mahnmal in front of the Altes Rathaus in Bonn (if you haven't visited this yet, check it out!). Why were his books burned by the Nazis?
2. (pgs. 324-325) What is Taylorism and what were its effects?
3. Why was "racism practical for the AFL" according to Zinn on pg. 329?
4. Who were Eugene Debs and W.E.B. Du Bois?
5. How did the movement for women's suffrage gain steam in the early 20th century?
Chapter 14: War is the Health of the State
1. When does the U.S. enter WWI and for what reasons?
2. (pg. 363) How did W.E.B. Du Bois link WWI with Africa in his article "The African Roots of War"?
3. (pgs. 365-368) Out of what context does the Espionage Act emerge? What is its legacy?
Websites and resources preparing US high school students for the Advanced Placement US History Exam (APUSH) can be very useful for you in preparing for our exam in February and in terms of reviewing material throughout the semester.
This website features review videos dedicated to each period (simply hover your cursor over the "new APUSH curriculum" tab at the top of the page): http://www.apushreview.com/new-ap-curriculum/
Multiple choice quizzes can be found on this page: http://www.historyteacher.net/USQuizMainPage.htm
A comprehensive overview of periods can be found here: https://www.khanacademy.org/humanities/us-history
Other useful sites:
https://www.apstudynotes.org/us-history/
1. Jack London is featured as one of the authors in the Mahnmal in front of the Altes Rathaus in Bonn (if you haven't visited this yet, check it out!). Why were his books burned by the Nazis?
2. (pgs. 324-325) What is Taylorism and what were its effects?
3. Why was "racism practical for the AFL" according to Zinn on pg. 329?
4. Who were Eugene Debs and W.E.B. Du Bois?
5. How did the movement for women's suffrage gain steam in the early 20th century?
Chapter 14: War is the Health of the State
1. When does the U.S. enter WWI and for what reasons?
2. (pg. 363) How did W.E.B. Du Bois link WWI with Africa in his article "The African Roots of War"?
3. (pgs. 365-368) Out of what context does the Espionage Act emerge? What is its legacy?
Websites and resources preparing US high school students for the Advanced Placement US History Exam (APUSH) can be very useful for you in preparing for our exam in February and in terms of reviewing material throughout the semester.
This website features review videos dedicated to each period (simply hover your cursor over the "new APUSH curriculum" tab at the top of the page): http://www.apushreview.com/new-ap-curriculum/
Multiple choice quizzes can be found on this page: http://www.historyteacher.net/USQuizMainPage.htm
A comprehensive overview of periods can be found here: https://www.khanacademy.org/humanities/us-history
Other useful sites:
https://www.apstudynotes.org/us-history/
Exam dates and times for all of my classes
Here are the exam dates for all of my courses. Make sure that you are writing down the dates and locations for the correct course. Bring any questions about these dates with you to class (email me only after we have addressed initial/general questions in class):
Language Skills I
First exam date: Monday, Feb. 6th, 16:00-18:00 (sharp!), Hörsaal 10
Second exam date: Monday, March 20th, 10:00-12:00 (sharp!), Hörsaal 17
Language Skills II (Advanced Grammar) and Writing Skills II
First exam date: Tuesday, Feb. 7th, 18:00-19:30 (sharp!), Hörsaal 10
Second exam date: Wednesday, March 22nd, 12-14 (sharp!), Hörsaal 17
Regional Studies North American Übung
First exam date: Wednesday, Feb. 8th, 10:00-12:00 (sharp!), Hörsaal 17
Second exam date: Tuesday, March 21st, 12:00-14:00 (sharp!), Hörsaal 17
Language Skills I
First exam date: Monday, Feb. 6th, 16:00-18:00 (sharp!), Hörsaal 10
Second exam date: Monday, March 20th, 10:00-12:00 (sharp!), Hörsaal 17
Language Skills II (Advanced Grammar) and Writing Skills II
First exam date: Tuesday, Feb. 7th, 18:00-19:30 (sharp!), Hörsaal 10
Second exam date: Wednesday, March 22nd, 12-14 (sharp!), Hörsaal 17
Regional Studies North American Übung
First exam date: Wednesday, Feb. 8th, 10:00-12:00 (sharp!), Hörsaal 17
Second exam date: Tuesday, March 21st, 12:00-14:00 (sharp!), Hörsaal 17
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