Grammar in Action

Total Page:16

File Type:pdf, Size:1020Kb

Grammar in Action / Class V \ \ \ \ Book_X_1\3>_, fopightN0._ COPYRIGHT DEPOSIT. \ Grammar in Action BY J. C. TRESSLER w Head of the Department of English Richmond Hill High School New York City D. C. HEATH AND COMPANY BOSTON NEW YORK CHICAGO ATLANTA SAN FRANCISCO DALLAS LONDON Copyright, 1928, By D. C. Heath and Company 2 d 8 APR 18 1928 PRINTED IN U.S.A. ©Cl A10 68980 PREFACE When the pendulum swung away from the teaching of formal grammar, there was danger that it would pass far beyond a sensible motivated teaching of functional or applied grammar to a denunciation of all grammar except usage drills. Now the pendulum is oscillating about the middle point, a mastery of the simple fundamentals of functional grammar as a foundation on which to build all English work, and will doubtless come to rest here. Of course, the boy or girl who grows up in an atmosphere of correct and elegant English — if such a fortunate one is to be found — speaks and writes well without studying gram¬ mar. Usage drills help the less fortunate to eliminate flagrant errors, but do not give “the genuine familiarity with the elementary facts of English grammar, without which,” the department of English of the University of Wisconsin tells us, “under existing conditions it is futile to expect the vast majority of our pupils to acquire the ability to use English correctly either in speech or in writing.” Grammar in Action is built on a belief that the important aims in grammar teaching are to help pupils (1) to write and speak correct sentences, (2) to construct varied, effective sentences, (3) to punctuate correctly, and (4) to extract thought from the printed page. Because, as Randolph found, half the errors in speech and writing are faults in sentence structure other than the choice of forms, a pupil should learn the terminology for a discussion of sentence building and should be given practice in forming, criticizing, and improving sentences. With the exception of a brief systematic preliminary study of the parts of the sentence, analysis and diagraming, which is shorthand analysis or graphic representation of analysis, are taught when needed. Thus the work is motivated; the probability that the study of analysis will function in class iii IV PREFACE and outside of class, increased; and the habit of using analy¬ sis in correcting sentences, building varied, forceful, mature sentences, extracting thought from the printed page, and punctuating correctly, established. Chapter XIX, for ex¬ ample, gives the pupil practice in applying his knowledge of grammar to the improvement of sentences by placing some¬ thing besides adjectives before the subject, building complex sentences, using appositives, series, and participles, -and occasionally using an interrogative, an exclamatory, or an imperative sentence. The criteria for the selection of grammar material and the determination of how much emphasis should be placed on each point selected are the frequency of use and the fre¬ quency, persistency, and social seriousness of errors. There¬ fore the topics were selected, the eliminations were made, and the emphasis on items was determined by a study of the investigations of Lyman, Johnson, Charters and Miller, Earhart and Small, Sears and Diebel, Randolph, Richardson, and Stormzand and O’Shea {How Much English Grammar), and of my own investigation {The English Journal, November and December, 1917). The sentences in the corrective exercises are with few ex¬ ceptions actual pupil sentences. Most of the sentences for analysis and punctuation are typical high-school, college, newspaper, magazine, and book sentences; a few, literary gems; none, childish prattle. In the text there are no grammatical enigmas or lengthy, complicated sentences. Pupils learn nothing about using the language by puzzling over intricate sentences. In the first half of the book complex and compound sen¬ tences are rare. Pupils apply what they learn first in the correction and construction of simple sentences and then in building and improving compound and complex sentences. The explanations are addressed to the pupil, not to the teacher. My use in the classroom of much of the material in the text convinces me that teachers will not need to simplify, develop, clarify, or illustrate the explanations. With few exceptions the terminology of the Joint Com- PREFACE y mittee on Grammatical Nomenclature has been used. When the Joint Committee name is unnecessarily difficult, it has been placed in parenthesis after a simpler old established term. In matters of divided usage the text is liberal, not puristic or pedantic. Certainly there is no value in teaching untruths about the language. True to its name, Grammar in Action has a maximum of examples and practice in functional grammar, and a minimum of theory and rules. This practice includes the building of both sentences and compositions. J. C. T. CONTENTS CHAPTER PAGE I. The Simple Sentence Sentence Sense. 1 Simple Predicate . 2 Simple Subject. 4 Complete Subject. 5 Complete Predicate. 7 Compound Subject or Predicate .... 9 II. Recognition of the Parts of Speech Nouns. 13 Pronouns. 14 Verbs. 15 Adjectives and Adverbs. 15 Prepositions. 20 Conjunctions. 22 Interjections . 25 The Same Word as Different Parts of Speech. 25 III. Parts of the Simple Sentence Predicate Adjective. 30 Predicate Nominative. 31 Object of a Verb. 32 Indirect Object. 34 Appositive. 36 Nominative of Address. 38 IV. Analysis and Diagraming of Simple Sen¬ tences Subject and Predicate. 40 Adjective . 40 Adverb. 41 Prepositional Phrase . 42 Predicate Nominative and Predicate Adjec¬ tive . 44 Object of a Verb. 46 vii viii CONTENTS CHAPTER PAGE Indirect Object. 47 Appositive. 48 Direct Address. 49 Other Independent Elements. 49 V. Punctuation of Simple Sentences Ends of Sentences. 51 The Period after Abbreviations. 52 Comma. 53 Quotation Marks. 60 VI. Nouns Capitalization of Proper Nouns. 63 Formation of Plural. 66 Gender. 70 Case. 71 Habits. 73 VII. Forms and Uses of Pronouns Good Use. 76 Literary English and Colloquial English . 76 Personal Pronouns. 77 Agreement with Antecedent . 79 Word Order. 83 Compound Personal Pronouns . 83 Interrogative Pronouns. 85 Relative Pronouns. 86 Demonstrative Pronouns. 86 Indefinite Pronouns. 87 VIII. Forms and Uses of Verbs Transitive and Intransitive. 90 Active and Passive. 92 Tense . 93 Mood . 94 Conjugation and Synopsis. 95 Principal Parts of Verbs.100 Sit, Set, Lie, Lay, Rise, Raise .103 Shall, Will, Should, Would.106 Verb Phrases.109 Ain’t and Other Errors .110 CONTENTS ix CHAPTER PAGE Agreement of Verb and Subject .... Ill IX. Simple Sentences Containing Partici¬ ples, Infinitives, and Gerunds Conjugation Completed .121 Participle.122 Gerund.126 Infinitive.128 Punctuation.131 Tense .133 Dangling Phrases.134 X. Correction of Simple Sentences Syntactical Redundance. 139 Omission.140 Misplaced Modifier.142 Parallel Structure.144 XI. Compound Sentences How to Recognize Compound Sentences . 147 Analysis and Diagraming.148 Punctuation.150 XII. Complex Sentences Containing Adjective Clauses Relative Pronoun.154 Meaning of Adjective Clause.155 How to Recognize an Adjective Clause . 155 Analysis or Diagraming.157 Case of Pronouns.160 Agreement of Verb with Subject .... 162 Syntactical Redundance.163 Arrangement.164 Correct Pronouns.164 Punctuation.166 XIII. Adverb Clauses What an Adverb Clause Is.171 How to Recognize an Adverb Clause . 171 Analysis or Diagraming.172 Punctuation.175 The Upside-down Sentence.177 x CONTENTS CHAPTER PAGE XIV. Complex Sentences Containing Noun Clauses How To Recognize a Noun Clause . 180 Analysis or Diagraming.181 Case..184 Punctuation of Quotations.185 Word Order in Indirect Quotation . 187 Using Noun Clauses.187 XV. Correct Verbs and Pronouns in Sentences Chiefly Complex Tense .190 , Shall, Will, Should, Would.196 Subjunctive Mood.197 Agreement of Verb and Subject .... 198 Agreement of Pronoun and Antecedent 199 XVI. Compound-complex and Complex-complex Sentences Compound-complex Sentences . ... 205 Complex-complex Sentences.206 Punctuation.208 Building Sentences.209 Silent Reading .211 XVII. Simple, Compound, and Complex Sen¬ tences Elliptical Sentences.213 Syntactical Redundance.215 Incorrect Omissions.216 Parallel Structure.218 Arrangement.220 Punctuation.221 Silent Reading .227 XVIII. Sentence Sense Phrase, Subordinate Clause, and Sentence . 231 Half-sentence and Comma Blunder ... 231 XIX. Better Sentences Something beside Adjectives before the Subject.245 CONTENTS xi CHAPTER PAGE Complex Sentence.248 Appositive .250 Series.251 Participle.253 Interrogative, Imperative, and Exclamatory Sentences.. 254 XX. Forms and Uses of Adjectives and Ad¬ verbs Comparisons of Adjectives.257 Comparisons of Adverbs.258 Use of Comparative and Superlative . 259 Double Negative .260 This, That, These, Those.261 A, An, The.262 Demonstrative Adjective and Personal Pro¬ noun .263 Confusion of Adjective and Adverb . 263 XXI. Use of Prepositions and Conjunctions Correct Preposition.267 Overuse of Coordinate Conjunctions . 269 Confusion of Prepositions and Conjunc¬ tions .270 Correct Conjunctions .271 Appendix — Less Important Case Uses . 277 Index.279 ' . - GRAMMAR IN ACTION CHAPTER I THE SIMPLE SENTENCE Sentence Sense Which of these groups of words express complete thoughts? 1. Father sat in the shade of the old apple tree. 2. In time of trouble Fred was a true friend. 3. Marconi invented the wireless in 1895. 4. In the shade of the old apple tree. 5. A true friend in time of trouble. 6. The remarkable inventions of the last fifty years. Numbers 1, 2, and 3 are sentences, because they express complete thoughts. In each, the italicized word makes a statement about a person, place, or thing. In 4, 5, and 6 we do not know what the thoughts of the writer are. These word-groups do not express complete thoughts, do not make statements, do not say anything, are half-sentences. Practice 1 Five of the following are sentences and five are half-sentences. Which are the sentences? In each sentence point out the word which makes a statement about a person, place, or thing. 1. Prince Otto is now in exile.
Recommended publications
  • Gender-Sternchen, Binnen-I Oder Generisches Maskulinum, … (Akademische) Textstile Der Personenreferenz Als Registrierungen?*
    Gender-Sternchen, Binnen-I oder generisches Maskulinum, … (Akademische) Textstile der Personenreferenz als Registrierungen?* Helga Kotthoff (Freiburg) Abstract For more than 40 years, a debate on gender-related person references has been taking place in the German-speaking world. My contribution starts with a differentiation of four registers, which are currently practiced in writing and have developed specific reasoning discourses and specific social contexts of usage, as I try to show. I am going to examine these four styles of gendered person reference as “registers” in the sense of anthropological linguistics (Agha 2007). This concept of “enregisterment” implies that the producers connect themselves to a socio-symbolic cosmos and can be perceived with cultural evaluations (in production and re- ception), for example, as conservative, feminist, queer, liberal (Kotthoff 2017). Here I shall explore their (socio)linguistic underpinnings within conceptions of language ideology in order to grasp the communication-reflexive charges of these discourses. 1 Einleitung Seit über 40 Jahren findet im deutschsprachigen Raum eine Debatte um geschlechterbezogene Personenreferenzen statt. Mein Beitrag setzt bei einer Binnendifferenzierung von vier Registern an, die sich inzwischen mit spezifischen sozialen Verortungen herausgebildet haben, was ich zu zeigen versuche. Die traditionelle Schreibpraxis mit einem generisch gemeinten, ge- schlechtsübergreifenden Maskulinum1 (Typ 1), wie sie etwa von Eisenberg (2017), Glück (2018) oder dem Verein für Deutsche
    [Show full text]
  • Graphemic Methods for Genderneutral
    Graphemic Methods for Gender­Neutral Writing Yannis Haralambous & Joseph Dichy Abstract. In this paper we present a model and a classification of graphemic gender­neutral writing methods, we explore current practices in French, Ger­ man, Greek, Italian, Portuguese and Spanish languages, and we investigate in­ teractions between gender­neutral writing forms and regular expressions. 1. Introduction: The General Issue of, and behind, Gender­ Neutral Writing The issue behind gender­neutral writing is that of the representation of inter­gender relations carried by languages. What is at stake is the representation of equality, or not, between genders. The issue is also re­ ferred to as “inclusive writing,” which apparently refers to human rights, but does not cover all cases, i.e., lesbian, gay, bisexual and trans­gender persons. The term “Gender­Neutral Writing” is, in fact, both clearer and more inclusive. Generally speaking, languages are conservative, if not archaic. A sig­ nificant example is that of the idea of time, which is traditionally repre­ sented as a dot sliding along a straight line in a continuous movement. This has been a philosophical image of time since ancient Greek philoso­ phers and throughout the Middle Ages both in Arabic and European phi­ losophy, but can no longer be considered as a valid representation after 20th century existentialist philosophers and Heidegger’s Sein und Zeit. Yannis Haralambous 0000-0003-1443-6115 IMT Atlantique & LabSTICC UMR CNRS 6285 Brest, France [email protected] Joseph Dichy Professor of Arabic linguistics Lyon, France [email protected] Y. Haralambous (Ed.), Graphemics in the 21st Century.
    [Show full text]
  • Agricultural Research in South Dakota
    c>0 'ERIMENT STATION uth Dakota State College tgriculture &Mechanic Arts tOOKINGS, SOUTH DAKOTA Letter of Transmittal Dean A. M. Eberle Division of Agriculture South Dakota State College Dear Dean Eberle: The sixty-third annual report of the South Dakota Agricultural Experiment Station is herewith presented for the fiscal year endingJune 30, 1950. Whileit pre sentsa report of progress of the Station'sresearch activities during the year, it differs slightly from former annual reports. The first 100 pages of this report comprise the year's quarterly issues of the South Dakota Farm and Home Research, which were mailed to the farmers and homemakers of thestate upon request. Subsequent pages set forth a brief report of the research activitieswhich have not been discussed in the first four issues of the Quarterly. Increased state funds made available for research by the State Legislature have enabled the Station to increase and strengthen itsscientific staff, acquire needed labo ratory facilities and tootherwise improve itsphysical plant at both theState College Station and the substations throughout the state. Through the cooperation of the Bureau of Reclamation, additional research in irrigation agriculture is carried on at the two Reclamation development farms near ffuron and Redfield. This research is conducted to secure the essential facts with respect to irrigation requirements and practices prior to the building of the irrigation structures by the Bureau of Rec lamation. During the year some of the research investigations have been completed and work has been started in eight new fields. Results of the completed research have been set forth in the various publications of the Station and in seventeen scientific articles submitted to technical journals.
    [Show full text]
  • Pritchett K.D
    Pritchett k.d. lang Volume 4, Number 1, January 5, 1994 FREE PHOTO: JEFF HELBERG Why the -.;:. legislator as the "yuppie ninjas" - have passed Chozen-ji Zen through the dojo's gates temple and martial to "talk story" with artsdojo in upper Tanouye, including the governor, a number of Kalihi Valley just legislators, at least one might be one of the Bishop Estate trustee, developer Herbert most important Horita, big-gun lawyer places you've never Wally Fujiyama, banking CEO Uonel Tokioka and a heard of couple of men known widely as behind-the­ scenes "arrangers." A couple of notorious underworld figures have also been known to go to Chozen-ji, and even the FBl's curiosity has appar­ ently been stirred by rumors of the dojo's powerconnections. From one perspective, it looks like a conspiracy theorist's dream. But f there's one thing this press. Chozen-ji is a Zen talk to a dojo follower town has a reputation Buddhist temple and and you'll get quite a dif.. Iforbesides mai tais somewhat exclusive cen­ ferent picture, one of an and hula girls, it's secre­ ter for the martial, fine angel network of tive power cliques that and healing arts headed dedicated people, as cut back-room deals far by locally born archbishop well intentioned as they from the public eye. The Tanouye Tenshin Roshi are connected, nurturing kinds of "hot spots" (roshiisan hope with the Story by where the influential con­ honorific title DEREK FERRAR guidance of gregate are many: the used for Tanouye. From golflinks, the Pacific heads of Zen temples), this perspective, the Club, reunions of the who teaches the samurai activities of the roshi 442nd Regiment, Vegas.
    [Show full text]
  • Specimen · © 2020 Fontwerk · Fontwerk.Com · 1/19
    Fontwerk Case Micro™ Type Specimen · © 2020 Fontwerk · fontwerk.com · 1/19 Case Micro Fontwerk Case Micro™ Credits & Details · fontwerk.com · 2/19 Case Micro™ For small print that is supposed to be read. The typographical proof that size does matter. Design Design Contributions Trademarks Licensing, Pricing Modifications, Erik Spiekermann Andreas Frohloff Case Micro™ is a trademark of Trial Free Test license Extensions Anja Meiners Fontwerk GmbH Standard Combined Print, Web, Available on request Ralph du Carrois Mastering, Production App and eBook license, Andreas Frohloff Design Period; Release starting at €50 Recommended Use Christoph Koeberlin 2019–2020; October 12, 2020 ExtendedLarger license Advertising & Packaging volume and additional Broad‐ Editorial & Publishing Marketing Latest Update casting, starting at €500 Small Text Ivo Gabrowitsch(Naming, Version 1.001; October 26, 2020 Further types of license Software & Gaming Conceptual Contribution, available on request Responsive Designs Copywriting, Imagery, Languages Specimen) 94 Latin (see page 8) Formats Contact Lucy Beckley (English otf, woff, woff2; Further Fontwerk GmbH Translation) Glyphs Per Font formats available on request Prenzlauer Allee 186 Loris Olivier(Graphic Design) 789 (see page 9) 10405 Berlin, Germany Variable Fonts [email protected] Styles Included in the Superfamily 8: four upright weights and package at no extra cost. Available exclusively corresponding italics Axis: weight, optical size from fontwerk.com/ (see page 5) fonts/case-micro. File sizes (woff/woff2): 170/136 kb Upright; 172/136 kb Italic Bold 50 pt, Medium 16 pt, Regular 16 pt, Bold 8.5 pt, Regular 8.5 pt Fontwerk Case Micro™ Samples · fontwerk.com · 3/19 End-to-end encryption Berlin Grammar Metoprolol 100–1A SIGNATURE institut pasteur de lille 1899 Freelancer From $29.95/mo.
    [Show full text]
  • Economic Botany, Genetics and Plant Breeding
    BSCBO- 302 B.Sc. III YEAR Economic Botany, Genetics And Plant Breeding DEPARTMENT OF BOTANY SCHOOL OF SCIENCES UTTARAKHAND OPEN UNIVERSITY Economic Botany, Genetics and Plant Breeding BSCBO-302 Expert Committee Prof. J. C. Ghildiyal Prof. G.S. Rajwar Retired Principal Principal Government PG College Government PG College Karnprayag Augustmuni Prof. Lalit Tewari Dr. Hemant Kandpal Department of Botany School of Health Science DSB Campus, Uttarakhand Open University Kumaun University, Nainital Haldwani Dr. Pooja Juyal Department of Botany School of Sciences Uttarakhand Open University, Haldwani Board of Studies Prof. Y. S. Rawat Prof. C.M. Sharma Department of Botany Department of Botany DSB Campus, Kumoun University HNB Garhwal Central University, Nainital Srinagar Prof. R.C. Dubey Prof. P.D.Pant Head, Department of Botany Director I/C, School of Sciences Gurukul Kangri University Uttarakhand Open University Haridwar Haldwani Dr. Pooja Juyal Department of Botany School of Sciences Uttarakhand Open University, Haldwani Programme Coordinator Dr. Pooja Juyal Department of Botany School of Sciences Uttarakhand Open University Haldwani, Nainital Unit Written By: Unit No. 1. Prof. I.S.Bisht 1, 2, 3, 5, 6, 7 National Bureau of Plant Genetic Resources (ICAR) & 8 Regional Station, Bhowali (Nainital) Uttarakhand UTTARAKHAND OPEN UNIVERSITY Page 1 Economic Botany, Genetics and Plant Breeding BSCBO-302 2-Dr. Pooja Juyal 04 Department of Botany Uttarakhand Open University Haldwani 3. Dr. Atal Bihari Bajpai 9 & 11 Department of Botany, DBS PG College Dehradun-248001 4-Dr. Urmila Rana 10 & 12 Department of Botany, Government College, Chinayalisaur, Uttarakashi Course Editor Prof. Y.S. Rawat Department of Botany DSB Campus, Kumaun University Nainital Title : Economic Botany, Genetics and Plant Breeding ISBN No.
    [Show full text]
  • CHRISTIAN METZ and the CODES of CINEMA Analysis and Later with Enunciation Theory
    EDITED BY MARGRIT TRÖHLER FILM THEORY FILM THEORY CHRISTIAN METZ IN MEDIA HISTORY IN MEDIA HISTORY AND GUIDO KIRSTEN AND THE CODES OF CINEMA FILM SEMIOLOGY AND BEYOND EDITED BY MARGRIT TRÖHLER AND GUIDO KIRSTEN A pioneering figure in film studies, Christian MARGRIT TRÖHLER is a professor in Metz proposed countless new concepts for the Department of Film Studies at the reflecting on cinema from the 1960s to the University of Zurich. 1980s. Rooted in a phenomenological struc­ GUIDO KIRSTEN is a postdoctoral re­ turalism, he worked out a film semiology searcher in the Department of Media which he then confronted with psycho­ Studies at Stockholm University. CINEMA OF CODES THE AND METZ CHRISTIAN analysis and later with enunciation theory. He also played a key role in establishing film studies as a scholarly discipline, making major contributions to its institutionaliza­ tion in universities worldwide. This book brings together a stellar roster of contribu­ tors to present a close analysis of Metz’s writings, their theoretical and epistemologi­ cal positions, and their ongoing influence today. ISBN 978-90-896-4892-1 AUP.nl 9 789089 648921 AUP_FtMh_KIRSTENe.a._(CMETZ)_rug28mm_v05.indd 1 18-01-18 12:16 Christian Metz and the Codes of Cinema Film Theory in Media History Film Theory in Media History explores the epistemological and theoretical foundations of the study of film through texts by classical authors as well as anthologies and monographs on key issues and developments in film theory. Adopting a historical perspective, but with a firm eye to the further development of the field, the series provides a platform for ground-breaking new research into film theory and media history and features high-profile editorial projects that offer resources for teaching and scholarship.
    [Show full text]
  • Ironic Transitions: Conflicting Results of Greater Visibility During the Last 20 Years of Transgender Experience in the United States
    SCSU Journal of Student Scholarship Volume 1 Issue 2 Special Issue 2: 10th Annual Minnesota State Conference of Undergraduate Scholarly Article 1 and Creative Activity June 2021 Ironic Transitions: Conflicting Results of Greater Visibility During the Last 20 Years of Transgender Experience in the United States Brianna M. Pace St. Cloud State University Follow this and additional works at: https://repository.stcloudstate.edu/joss Part of the History of Gender Commons Recommended Citation Pace, Brianna M. (2021) "Ironic Transitions: Conflicting Results of Greater Visibility During the Last 20 Years of Transgender Experience in the United States," SCSU Journal of Student Scholarship: Vol. 1 : Iss. 2 , Article 1. Available at: https://repository.stcloudstate.edu/joss/vol1/iss2/1 This Article is brought to you for free and open access by The Repository at St. Cloud State. It has been accepted for inclusion in SCSU Journal of Student Scholarship by an authorized editor of The Repository at St. Cloud State. For more information, please contact [email protected]. Pace: Ironic Transitions: 20 Years of Transgender History from 2000 Ironic Transitions: Conflicting Results of Greater Visibility During the Last 20 Years of Transgender Experience in the United States Brianna M. Pace Mentor: Dr. Jeffrey Mullins Department of History, St. Cloud State University Abstract The spread of internet and social media access in the 21st century led to increased visibility of transgender persons in the U.S., especially within such popular culture venues as art, music, literature, television, and movies. The rapid communication facilitated by the internet also allowed for the formation of larger, more widespread trans communities.
    [Show full text]
  • Trash Is Truth: Performances of Transgressive Glamour
    TRASH IS TRUTH: PERFORMANCES OF TRANSGRESSIVE GLAMOUR JON DAVIES A thesis submitted to the Faculty of Graduate Studies in partial fulfillment of the requirements for the degree of Master of Arts Graduate Programme in Film and Video, Critical and Historical Studies. York University Toronto, Ontario June 2004 1 2 3 Abstract I will examine several transgressive and transformative performances of glamour in American queer cinema. Primarily, I will look at Mario Montez in the films of Andy Warhol and of Jack Smith (1960s), Divine in the films of John Waters (1970s), and George Kuchar in his own video diaries (1980s). These performances are contradictory, messy, abject, and defiant; they are also profoundly moving to identifying spectators. The power of these performances lies in their harnessing of the experience of shame from queer childhood as a force to articulate deviant queer subjectivities. By forging a radical form of glamour based on a revaluation of trash and low culture, these performances refuse to value authenticity over artifice, beauty over ugliness, truth over trash. This trash glamour is intimately connected to the intense star identification of Hollywood cinematic spectacle that was a survival strategy for queer male children in post-World War Two America. 4 Table of Contents Abstract 4 Table of Contents 5 Introduction 6 1. Theoretical Context 15 2. Super-Fans: Warhol, Smith, Montez 34 3. Divine Shame 62 4. Kuchar’s Queer “Kino-Eye” 97 Conclusion 122 Works Cited 126 Filmography 136 Videography 137 5 Introduction “As Walter Benjamin argued, it is from the ‘flame’ of fictional representations that we warm our ‘shivering lives’” – Peter Brooks I would like to begin with an anecdote that will serve as a point of origin for the connections and resonances among queer childhood, shame, Hollywood fandom, abjection, trash, glamour, and performance that I will develop in this thesis.
    [Show full text]
  • Information-Rich User Embodiment in Groupware
    Information-Rich User Embodiment in Groupware A Thesis Submitted to The College of Graduate Studies and Research In Partial Fulfillment of the Requirements For the Degree of Master of Science In the Department of Computer Science University of Saskatchewan Saskatoon, Saskatchewan, Canada By Tadeusz Benedict Stach © Copyright Tadeusz Stach, November 2006. All Rights Reserved Permission to Use In presenting this thesis in partial fulfillment of the requirements for a Postgraduate degree from the University of Saskatchewan, I agree that the Libraries of this University may make it freely available for inspection. I further agree that permission for copying of this thesis in any manner, in whole or in part, for scholarly purposes may be granted by the professor or professors who supervised my thesis work or, in their absence, by the Head of the Department or the Dean of the College in which my thesis work was done. It is understood that any copying, publication, or use of this thesis or parts thereof for financial gain shall not be allowed without my written permission. It is also understood that due recognition shall be given to me and to the University of Saskatchewan in any scholarly use which may be made of any material in my thesis. Requests for permission to copy or to make other use of material in this thesis in whole or part should be addressed to: Head of the Department of Computer Science University of Saskatchewan Saskatoon, Saskatchewan S7N 5A9 i Abstract Embodiments are virtual personifications of the user in real-time distributed groupware. Many embodiments in groupware are simple abstract 2D representations such as avatars and telepointers.
    [Show full text]
  • Leitfaden Geschlechtergerechte Sprache
    Leitfaden geschlechtergerechte Sprache Eine Information der Gleichstellungsstelle Hochschule Emden/Leer Vorwort Sehr geehrte Hochschulangehörige, für viele von Ihnen ist es kein Experiment mehr sondern gelebter Alltag, auch in der Sprache Ihre per- sönliche Haltung zu einem geschlechtergerechten Miteinander an der Hochschule auszudrücken. So- mit zeigen Sie, dass ein weiteres Geschlecht nicht nur "mitgemeint" ist - wie es zum Teil noch in Fuß- noten von Texten zu lesen ist - sondern Sie als Schreiber_in bzw. Sprecher_in ein deutliches und akti- ves Bemühen zeigen, Ihre Leser_innenschschaft bzw. Zuhörer_innenschschaft möglichst zielgerichtet und respektvoll zu adressieren. Dies werten wir als Beitrag zur Umsetzung des Gleichstellungsauftra- ges an der Hochschule und als wichtiges Signal an das Hochschulumfeld. Um die verschiedenen Möglichkeiten aber auch Klippen der Nutzung der geschlechtergerechten Spra- che zu verdeutlichen, hat die Gleichstellungsstelle den vorliegenden Leitfaden erstellt. Er soll Ihnen als Orientierung dienen und den konstruktiven Austausch fördern. Wir bedanken uns an dieser Stelle bei den Kolleg_innen, die uns Texte zur Verfügung gestellt haben, anhand derer wir gemeinsam kon- krete Beispiele aus dem Hochschulalltag bearbeiten konnten. Folgen Sie nun gerne unserer Einladung in die Vielfalt und Bedeutung der Sprache, und lassen Sie sich gleichzeitig gewarnt sein: Einmal sensibilisiert, wird es Ihnen schwer fallen, weiter Texte zu le- sen, ohne sich zu fragen, ob tatsächlich alle Personen in gleichem Maße berücksichtigt
    [Show full text]
  • From Law in Blackletter to “Blackletter Law”*
    LAW LIBRARY JOURNAL Vol. 108:2 [2016-9] From Law in Blackletter to “Blackletter Law”* Kasia Solon Cristobal** Where does the phrase “blackletter law” come from? Chasing down its origins uncov- ers not only a surprising turnabout from blackletter law’s original meaning, but also prompts examination of a previously overlooked subject: the history of the law’s changing appearance on the page. This history ultimately provides a cautionary tale of how appearances have hindered access to the law. Introduction .......................................................181 What the Law Looked Like: The Lay of the Land .........................185 Handwriting .....................................................185 Print ...........................................................187 Difficulties in Reading the Law ........................................189 Handwriting .....................................................190 Print ...........................................................193 Why Gothic Persisted Longest in the Law ...............................195 Gothic’s Symbolism ...............................................196 State Authority .................................................198 National Identity ...............................................199 The Englishness of English Law ...................................201 Gothic’s Vested Interests. .203 Printers .......................................................204 Clerks ........................................................205 Lawyers .......................................................209
    [Show full text]