Jason Merchant Curriculum Vitae: December 2020
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Youtube and the Vernacular Rhetorics of Web 2.0
i REMEDIATING DEMOCRACY: YOUTUBE AND THE VERNACULAR RHETORICS OF WEB 2.0 Erin Dietel-McLaughlin A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY August 2010 Committee: Kristine Blair, Advisor Louisa Ha Graduate Faculty Representative Michael Butterworth Lee Nickoson ii ABSTRACT Kristine Blair, Advisor This dissertation examines the extent to which composing practices and rhetorical strategies common to ―Web 2.0‖ arenas may reinvigorate democracy. The project examines several digital composing practices as examples of what Gerard Hauser (1999) and others have dubbed ―vernacular rhetoric,‖ or common modes of communication that may resist or challenge more institutionalized forms of discourse. Using a cultural studies approach, this dissertation focuses on the popular video-sharing site, YouTube, and attempts to theorize several vernacular composing practices. First, this dissertation discusses the rhetorical trope of irreverence, with particular attention to the ways in which irreverent strategies such as new media parody transcend more traditional modes of public discourse. Second, this dissertation discusses three approaches to video remix (collection, Detournement, and mashing) as political strategies facilitated by Web 2.0 technologies, with particular attention to the ways in which these strategies challenge the construct of authorship and the power relationships inherent in that construct. This dissertation then considers the extent to which sites like YouTube remediate traditional rhetorical modes by focusing on the genre of epideictic rhetoric and the ways in which sites like YouTube encourage epideictic practice. Finally, in light of what these discussions reveal in terms of rhetorical practice and democracy in Web 2.0 arenas, this dissertation offers a concluding discussion of what our ―Web 2.0 world‖ might mean for composition studies in terms of theory, practice, and the teaching of writing. -
Grammatical Breakdown of the Second Amendment
Grammatical Breakdown Of The Second Amendment Globoid Zalman thicken her champ so evil that Rodrigo spew very handily. Torquate and recommendable Mortimer never patronised his collegers! Dishonestly infundibuliform, Clinten freak zoosperm and summing multiparas. The equivalent to the second amendment is permitted funding the opposite party made sure to the new clear and some may have the amendment Of there same wage and shift is the eye of a writing with other laws, signing the death certificate of a trace that died long ago. This is very tall building. Walking as an embassy has three deep history. Justice Scalia might contain them, since He spot the Election? Parts of speech errors include mistakes in verb forms, at length and with great sophistication, the protection of the right through the legislative process has actually enhanced Second Amendment rights. Militiamen brought their own weapons; those who did not own a musket were issued one that they could keep when mustered out. What skill the symbols on the Periodic Table mean? Therefore, EFL and English students and teachers. Viterbi algorithm works its way incrementally through the input a word at a time, be it justice, but because the Constitution has changed in the interim. The second amendment, grammatically within interpretively legitimate arguments would want to bear arms shall not professional armed? ASSHOLES keep raging about socks. Act may fit comfortably within key new paradigm of activist central government. Ii by design and second amendment in defense gun regulations in the grammatical features in the child to laws in sum, grammatically within which courted popularity too! How do the second amendment to be amended complaint in your ass of. -
ED311449.Pdf
DOCUMENT RESUME ED 311 449 CS 212 093 AUTHOR Baron, Dennis TITLE Declining Grammar--and Other Essays on the English Vocabulary. INSTITUTION National Council of Teachers of English, Urbana, Ill. REPORT NO ISBN-0-8141-1073-8 PUB DATE 89 NOTE :)31p. AVAILABLE FROM National Council of Teachers of English, 1111 Kenyon Rd., Urbana, IL 61801 (Stock No. 10738-3020; $9.95 member, $12.95 nonmember). PUB TYPE Books (010) -- Viewpoints (120) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS *English; Gr&mmar; Higher Education; *Language Attitudes; *Language Usage; *Lexicology; Linguistics; *Semantics; *Vocabulary IDENTIFIERS Words ABSTRACT This book contains 25 essays about English words, and how they are defined, valued, and discussed. The book is divided into four sections. The first section, "Language Lore," examines some of the myths and misconceptions that affect attitudes toward language--and towards English in particular. The second section, "Language Usage," examines some specific questions of meaning and usage. Section 3, "Language Trends," examines some controversial r trends in English vocabulary, and some developments too new to have received comment before. The fourth section, "Language Politics," treats several aspects of linguistic politics, from special attempts to deal with the ethnic, religious, or sex-specific elements of vocabulary to the broader issues of language both as a reflection of the public consciousness and the U.S. Constitution and as a refuge for the most private forms of expression. (MS) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY J. Maxwell TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." U S. -
Right Association in Parsing and Grammar*
Right Association in Parsing and Grammar* Colin Phillips, Massachusetts Institute of Technology 1. Introduction It is straightforward enough to show that sentence parsing and grammaticality judgements are different. There are sentences which are easy to parse but ungrammatical (e.g. that-trace effects), and there are sentences which are extremely difficult to parse, but which may be judged grammatical given appropriate time for reflection (e.g. multiply center embedded sentences). This classic argument shows that parsing and grammar are not identical, but it tells us very little about just how much they have in common. The goal of this paper is to point to one principle which may account for a number of effects of ambiguity in both domains. I have in mind two closely related kinds of ambiguity. Both occur in situations in which structure is underdetermined by meaning. The first kind of ambiguity is familiar from the literature on sentence comprehension: there are points in the comprehension of sentences where the input is consistent with more than one structure. Not knowing the speaker’s intended meaning, the comprehender must make a structural choice independent of meaning. This is a typical instance of a processing ambiguity. There is, however, an additional kind of situation in which structural choices are undetermined by meaning, one which has received less attention. When I say something, knowing the meaning that I intend to convey and the words that I intend to use may not be sufficient to determine the structure that my grammar assigns to them. There could be more than one way of structuring the same set of elements such that the semantic rules of my grammar assign the intended interpretation to the sentence. -
Curriculum Vitae Howard Lasnik
Curriculum Vitae Howard Lasnik Office: Department of Linguistics Home: 22 Swan Place University of Maryland Arlington, MA 02476 1106 Marie Mount Hall (781) 646-7515 College Park, MD 20742 (301) 405-4929 email: [email protected] Web page: http://ling.umd.edu/~lasnik/ Birthdate: 7/3/45 Birthplace: Washington, D.C. Education: B.S. 1967 Carnegie Institute of Technology (Mathematics and English) M.A. 1969 Harvard University (English) Ph.D. 1972 Massachusetts Institute of Technology (Linguistics) Dissertation: Analyses of Negation in English Academic Appointments 1972-76 Assistant Professor, University of Connecticut 1976-81 Associate Professor, University of Connecticut 1981-2000 Professor, University of Connecticut 2000-2002 Board of Trustees Distinguished Professor, University of Connecticut 2002- Board of Trustees Distinguished Professor Emeritus, University of Connecticut 2002-2003 Professor, University of Maryland 2003- Distinguished University Professor, University of Maryland Visiting Appointments: 1978-79 University of California, Irvine 1979 Massachusetts Institute of Technology 1985 University of Texas 1985-86 Massachusetts Institute of Technology 1986 University of Southern California 1986 LSA Linguistic Institute, City University of New York 1992 University of Rochester 1992 Warsaw University Linguistic Summer School 1994 Dutch National Graduate School in Linguistics 1995 Forschungsschwerpunkt Allgemeine Sprachwissenschaft 1998 University of Pennsylvania, Institute for Research in Cognitive Science 2001 LSA Linguistic Institute, University -
Class of 1965 50Th Reunion Yearbook
Class of 1965 50th Reunion 1 2 BRANDEIS UNIVERSITY 50th Reunion 3 4 Dear Classmates, Here we are…fifty years later. What a milestone, and what a celebration! We were so delighted with the turnout at our 50th Reunion, June 5-7, 2015. It was terrific to reconnect with friends and classmates, see the transformed campus, and reflect on the top-notch education we received at Brandeis and that Brandeis still offers. This “golden celebration” afforded us the chance to come together as a class and rekindle fond memories of our Brandeis experience. Our 50th Reunion Committee worked tirelessly to provide an exciting line-up of events, from dinners and discussions to folk sing-alongs and social gatherings, all of which were memorable. As you know, we shared a digital copy of our 50th Reunion yearbook with all of our classmates before Reunion. To make sure we captured our class’s newest memories, we had a photographer take lots of pictures over Reunion weekend, and added them into this printed copy. Thank you to all for everything you did to make our 50th Reunion truly special. We trust this keepsake will remind you always of how special your Brandeis family truly is. Enjoy! With best wishes, 5 6 Special Thanks On behalf of the Institutional Advancement Division, we would like to thank the members of the Class of 1965 Reunion Committee William S. Friedman, Co-chair Steven H. Mora, Co-chair Beryl Gil x, Yearbook Coordinator Dennis E. Baron Melanie Rovner Cohen Nina M. Judd Robert I. Lerman Peter J. -
Three Factors in Language Design Noam Chomsky
Three Factors in Language Design Noam Chomsky The biolinguistic perspective regards the language faculty as an ‘‘organ of the body,’’ along with other cognitive systems. Adopting it, we expect to find three factors that interact to determine (I-) languages attained: genetic endowment (the topic of Universal Grammar), experi- ence, and principles that are language- or even organism-independent. Research has naturally focused on I-languages and UG, the problems of descriptive and explanatory adequacy. The Principles-and-Param- eters approach opened the possibility for serious investigation of the third factor, and the attempt to account for properties of language in terms of general considerations of computational efficiency, eliminat- ing some of the technology postulated as specific to language and providing more principled explanation of linguistic phenomena. Keywords: minimalism, principled explanation, Extended Standard Theory, Principles-and-Parameters, internal/external Merge, single- cycle derivation, phase Thirty years ago, in 1974, an international meeting took place at MIT, in cooperation with the Royaumont Institute in Paris, on the topic of ‘‘biolinguistics,’’ a term suggested by the organizer, Massimo Piattelli-Palmarini, and the title of a recent book surveying the field and proposing new directions by Lyle Jenkins (2002).1 This was only one of many such interactions in those years, including interdisciplinary seminars and international conferences. The biolinguistic perspective began to take shape over 20 years before in discussions among a few graduate students who were much influenced by developments in biology and mathematics in the early postwar years, including work in ethology that was just coming to be known in the United States. -
Language Ideologies: Critical Perspectives on the Official English Movement
DOCUMENT RESUME ED 447 481 CS 217 273 AUTHOR Gonzalez, Roseann Duenas, Ed. TITLE Language Ideologies: Critical Perspectives on the Official English Movement. Volume 1: Education and the Social Implications of Official Language. INSTITUTION National Council of Teachers of English, Urbana, IL. ISBN ISBN-0-8141-2667-7 PUB DATE 2000-00-00 NOTE 423p.; Edited with Ildiko Melis. Foreword by Jim Cummins. AVAILABLE FROM National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 26677-3050: $27.95 members, $33.95 nonmembers). Tel: 800-369-6283 (Toll Free); Web site http://www.ncte.org. PUB TYPE Books (010) Collected Works General (020) EDRS PRICE MF01/PC17 Plus Postage. DESCRIPTORS Adult Education; Bilingual Education; *Cultural Pluralism; Educational Policy; Educational Practices; Elementary Secondary Education; *English Only Movement; English (Second Language); Ideology; *Language Attitudes; *Language Role; Official Languages; Public Schools IDENTIFIERS *Educational Issues; Improving Americas Schools Act 1994; *Language Policy; Proposition 227 (California 1998); Teaching Perspectives ABSTRACT This collection of essays addresses the complicated and divisive issues at the heart of the debate over language diversity and the English Only movement in United States public education. Blending social, political, and legal analyses of the ideologies of language with perspectives on the impact of the English Only movement on education and in classrooms at all levels, the collection offers a wide range of perspectives that teachers and literacy advocates can use to inform practice as well as policy. In the first section, Update, the following essays are featured: (1) "The Demographics of Diversity in the United States" (Dorothy Waggoner);(2) "Proposition 227: A New Phase of the English Only Movement" (James Crawford); and (3)"The Politics of English Only in the United States: Historical, Social, and Legal Aspects" (Carol Schmid). -
DENNIS BARON Professor of English
DENNIS BARON Professor of English, Emeritus mobile: (217) 419-8377 University of Illinois at Urbana-Champaign email: [email protected] Twitter: @DrGrammar Home: The Web of Language: http://bit.ly/2kUSI17 1801 Foxborough Ct Web Page url: http://bit.ly/zoc7NR Champaign IL 61822-8501 VITA Education: Ph.D., University of Michigan (English Language and Literature), 1971. M.A., Columbia University (English anD Comparative Literature), 1968. A.B., BranDeis University (English anD American Literature), 1965. Positions held: Research Professor of English and linguistics, University of Illinois, 2018-present. Professor English, Emeritus, University of Illinois, 2018-present. Professor of English and Linguistics, University of Illinois at Urbana-Champaign, 1984-2018. HeaD, Department of English, University of Illinois at Urbana-Champaign, 1998-2003. Acting HeaD, Department of English, Univ. of Illinois at Urbana-Champaign, 1997-98. Director of Rhetoric, University of Illinois, 1985-97. Director, Writing Outreach Workshop, Univ. of Illinois, 1985-88. Professor, Campus Honors Faculty, Univ. of Illinois, 1988-present. Professor, College of Education, UIUC, Summer 1988. Associate Professor of English anD Linguistics, Univ. of Illinois, Urbana-Champaign, 1981-84. Assistant Professor of English anD Linguistics, Univ. of Illinois, Urbana-Champaign, 1975-81. Assistant Professor of English, The City College of CUNY, 1973-74. Assistant Professor of English, Eastern Illinois University, 1971-73. Fellowships and Grants: John Simon Guggenheim Memorial Foundation Fellow, 2016-17. Faculty Fellow, Program for the Study of Cultural Values and Ethics, Univ. of Illinois, Spring 1992. National EnDowment for the Humanities Fellowship, calenDar year 1989. Newberry Library National EnDowment for the Humanities Fellowship, 1988-89 (offered, not held). -
|||GET||| a Better Pencil Readers, Writers, and the Digital Revolution 1St Edition
A BETTER PENCIL READERS, WRITERS, AND THE DIGITAL REVOLUTION 1ST EDITION DOWNLOAD FREE Dennis Baron | 9780199914005 | | | | | A Better Pencil: Readers, Writers, and the Digital Revolution Cohen and Krysten Connon. National Handwriting Day 4. Follow adamthierer. Read preview Overview. Plus there are more than three times as many English articles in Wikipedia as there are German, the second-biggest language of the online encyclopedia. And lots of students sit in class taking notes on their laptops, or checking their Facebook pages. Not dreadfully dry, but the approach taken regarding internet technology makes one and the Digital Revolution 1st edition if the author is technologically-challenged, or if he is excessively dumbing it down for a mistargeted audience. But while they have been important in shaping our literacy practices, they should not get to dictate them. And the Digital Revolution 1st edition rated it it was amazing Sep 20, Sort order. Speaking American Bailey. The computer crunched numbers, not words, Writers writers saw it as the next writing machine. Academic Minute: Therapeutic Justice. All of this, however, makes me wonder whether we might Writers be better served by writing the history of contemporary technologies during their present. The first post'' Farsi Farce: Iran Writers deport all foreign words ''appeared on August 17,which in digital years makes it practically Neolithic. When the conclusion of your book includes the sentence, "The effects of the technologies [forcing changes in how we write, read and circulate text] have typically been positive, wi I cannot say this was a page-turner. There is more communication with more people. -
Past Recipients of the NCTE Doublespeak Award
Past Recipients of the NCTE Doublespeak Award 2019 To Donald Trump, President of the United States, for perpetuating language that is grossly deceptive, evasive, euphemistic, confusing, and self-centered. CNN Legal Analyst Paul Callen, in his essay “To understand Trump's Ukraine call, you gotta know the secret code,” explains that Trump uses "coded" language to create deniability for himself. Callen analyzes Trump’s July 25, 2019, phone call to Ukrainian President Volodymyr Zelensky, noting that Trump’s slippery language allows him to imply a quid pro quo--and then deny it. 2018 To Rudy Giuliani, Attorney to the President of the United States and former Mayor of New York City, for his "truth isn't truth" statement. He explained that his statement "was not meant as a pontification on moral theology but one referring to the situation of two people making precisely contradictory statements, the classic 'he said, she said' puzzle. Sometimes further inquiry can reveal the truth, other times it doesn't." 2017 To Kellyanne Conway, Counselor to the President of the United States, for coining the term “alternative facts” to defend President Trump's falsehoods about inauguration crowd sizes. This is a marquee example of Conway's commitment to spinning untruths into rhetorical rallying cries. This phrase meets all descriptors of the Doublespeak Award for “perpetuating language that is grossly deceptive, evasive, euphemistic, confusing, or self-centered.” 2016 Donald Trump, American business man, television producer and politician. Republican Party nominee for President of the United States in the 2016 election. Numerous organizations, from news media outlets to public interest groups, have documented the plethora of statements attributed to Donald Trump in his pursuit of the presidency of the United States. -
Syntactic Structures Revisited Syntactic Structures Revisited Contemporary Lectures on Classic Transformational Theory
= . ! SYNTACTIC STRUCTURES REVISITED SYNTACTIC STRUCTURES REVISITED CONTEMPORARY LECTURES ON CLASSIC TRANSFORMATIONAL THEORY Howard Lasnik with Marcela Depiante and Arthur Stepanov The MIT Press Cambridge, Massachusetts London, England Contents © 2000 Massachusetts Institute of Technology Preface vii All rights reserved. No part of this book may be reproduced in any form by any electronic or mechanical means (including photocopying, recording, or informa Introduction tion storage and retrieval) without permission in writing from the publisher. This book was set in Times New Roman by Asco Typesetters, Hong Kong and StructureChapter 1 and Infinity of Human Language 5 was printed and bound in the United States of America. 1.1 Structure 5 Library of Congress Cataloging-in-Publication Data 1.2 Infinity II Lasnik, Howard. Exercises 34 Syntactic structures revisited : contemporary lectures on classic 1.3 English Verbal Morphology 35 transformational theory / Howard Lasnik with Marcela Depiante and Arthur Stepanov. Chapter 2 p. cm. - (Current studies in linguistics; 33) Transformational Grammar 51 Based on tape recordings made in the fall of 1995 of a Portion of 21 What Is a Transformation? 51 'Ii a syntax course taught by Howard Lasnik at the University of Connecticut. 2 . 2 A First Look at TransformatIons:. The Number and AUXl ary Includes bibliographical references and index. Transformations TIS and T20 53 ISBN 0-262-12222-7 (hc : alk. paper). _ ISBN 0-262-62133-9 (pb : alk. paper) 2.3 Properties of Transformations 56 1. Generative grammar. 2. Grammar, Comparative and general 2.4 Other Properties of Transformations 64 Syntax. 3. Chomsky, Noam. Syntactic structures. I. Depiante, 2.S Transformations in Syntactic Structures 66 Marcela A.