Sunday, August 27, 2006
I came across this painting on the internet. It's untitled, but if I were to name it, I think I would call it the divided sum.
I like the colors the artist uses in this piece. Its calming, yet, there appears to be tension between the white and rust color red, which is seperated by the voided color black bar.
My first class essay, please feel free to critique.
There are thousands of sublanguages within our common language of English. These sublanguages are spoken within our employment, social groups, interests, hobbies, religious affiliations and family circles. We all speak different sublanguages throughout the day. We speak one type of sublanguage with our friends, using inside jokes, and slang. We speak another at our place of work, using words that only pertain to our employment and co-workers who also speak and understand the work related sublanguage, and we may use another sublanguage during a club meeting, church service or at the family dinner table.
Though sublanguages are made up with English words, they are not always understood by all people. Within sublanguages, the meaning and use of the words are often different from the words we use in our common language. For example, within Catholic and Protestant church services, you may hear words and phrases such as: the blood of Christ; atonement; sacrificed lamb; rapture; second coming; and He is risen. If you are not apart of the church community or have a foundational understanding of the Protestant or Catholic religion, those words and phrases will have no meaning to you and will make little sense. Sometimes, words that are used within sublanguages don’t even really exist. Invented slang words like fo-shizzle, are found throughout slang-based sublanguages. There are also text-sublanguages within our culture. You see these text-style sublanguages within chat rooms and e-mails amongst friends. For the purpose of this dialog, we will only be discussing verbal sublanguages.
Though most Americans speak English, communication given is not always communication received. A few years ago, I entered the post-modern conversation. Initially, I didn’t understand what was being said. The articles and books I was reading made little sense to me and I grew frustrated with my lack of comperhension. There was words used on a regular basis that I was not familiar with such as: post-modernity; globalization; global-economy; Universalism; deconstruction; relativism; and absolutism. At first, this conversation was like a foreign language to me. I didn’t understand the meaning, or use of the words and it was difficult for me to follow and contribute to the conversation. It wasn’t until my friend, who knew the post-modern conversation sublanguage, began to explain what certain word and phrases meant in a language that I understood. It’s was then, after learning the sublanguage from my friend, that I was able to participate and contribute to the conversation.
If you want people to understand your thoughts and be able to contribute to the conversation, it important to remember that communication given is not always communication received. Effective speakers and writers understand this as an important concept. Those who do not understand what is being said often times grow disinterested, annoyed, and sometimes offended.
As our audience changes, it’s natural for our language to change as well. Therefore, it’s important to be aware of our audience, as our audience changes throughout the day.
When I am at work, or having a conversation with someone who is in the same line of work as me, I often speak a sublanguage that only those within my profession will understand. A typical work related conversation might sound like this:
So did you hear about that 211 last night?
Yeah, I was 10-76 to motor pool when the 211 call and BOL came over the radio.
The suspects are SSK’s out of Ivanhoe.
Or, it may sound something like this:
Visalia-1145.
1145-Visalia.
I’m 10-76 to 25 with 40-Paul at Orosi High School.
10-4.
For those who are unfamiliar with the ten-codes and California penal codes, the conversation just spoken will make no sense to them. What was actually communicated in the first conversation was:
So, did you hear about the arm-robbery last night?
Yeah, I was on my way to motor pool when dispatched called the arm-robbery over the radio and gave the be on the look out description of the suspect’s car.
The suspects are South Side Kings gang members from Ivanhoe.
The second conversation in common English communicated the following:
Visalia Dispatch, this is Probation Officer M. Wallace.
M. Wallace, this Visalia Dispatch.
I am on my way to meet with Sheriff Deputy E. Saldivar at Orosi High School. Understood.
Though my sublanguage communication to dispatch and other law enforcement personal maybe understood, it makes no sense at all to my wife and friends. Hence, the importance of knowing your audience. If I were to tell my wife that I was 10-76 to the store to buy some milk and that my ETA home is about 15 minutes, she would struggle with trying to understand what was just said to her. When you don’t take careful consideration of your audience, you risk the probability that they may not unstander your words.
If a tree in falls in the woods and there is no one there to hear it, did it make a noise? If someone speaks, yet no one understands what is being said, is the person even communicating? Or would it just be white noise, like that of an un-tuned radio?
Effective communicators are effective because they not only take the time to learn sublanguages, but are also conscience of their audience. With the knowledge of a variety of culture sublanguages and an awareness of their audiences, they communicate their thought in way through both common English and sublanguages that is clearly received. They tune into their audience.
There are thousands of sublanguages within our common language of English. These sublanguages are spoken within our employment, social groups, interests, hobbies, religious affiliations and family circles. We all speak different sublanguages throughout the day. We speak one type of sublanguage with our friends, using inside jokes, and slang. We speak another at our place of work, using words that only pertain to our employment and co-workers who also speak and understand the work related sublanguage, and we may use another sublanguage during a club meeting, church service or at the family dinner table.
Though sublanguages are made up with English words, they are not always understood by all people. Within sublanguages, the meaning and use of the words are often different from the words we use in our common language. For example, within Catholic and Protestant church services, you may hear words and phrases such as: the blood of Christ; atonement; sacrificed lamb; rapture; second coming; and He is risen. If you are not apart of the church community or have a foundational understanding of the Protestant or Catholic religion, those words and phrases will have no meaning to you and will make little sense. Sometimes, words that are used within sublanguages don’t even really exist. Invented slang words like fo-shizzle, are found throughout slang-based sublanguages. There are also text-sublanguages within our culture. You see these text-style sublanguages within chat rooms and e-mails amongst friends. For the purpose of this dialog, we will only be discussing verbal sublanguages.
Though most Americans speak English, communication given is not always communication received. A few years ago, I entered the post-modern conversation. Initially, I didn’t understand what was being said. The articles and books I was reading made little sense to me and I grew frustrated with my lack of comperhension. There was words used on a regular basis that I was not familiar with such as: post-modernity; globalization; global-economy; Universalism; deconstruction; relativism; and absolutism. At first, this conversation was like a foreign language to me. I didn’t understand the meaning, or use of the words and it was difficult for me to follow and contribute to the conversation. It wasn’t until my friend, who knew the post-modern conversation sublanguage, began to explain what certain word and phrases meant in a language that I understood. It’s was then, after learning the sublanguage from my friend, that I was able to participate and contribute to the conversation.
If you want people to understand your thoughts and be able to contribute to the conversation, it important to remember that communication given is not always communication received. Effective speakers and writers understand this as an important concept. Those who do not understand what is being said often times grow disinterested, annoyed, and sometimes offended.
As our audience changes, it’s natural for our language to change as well. Therefore, it’s important to be aware of our audience, as our audience changes throughout the day.
When I am at work, or having a conversation with someone who is in the same line of work as me, I often speak a sublanguage that only those within my profession will understand. A typical work related conversation might sound like this:
So did you hear about that 211 last night?
Yeah, I was 10-76 to motor pool when the 211 call and BOL came over the radio.
The suspects are SSK’s out of Ivanhoe.
Or, it may sound something like this:
Visalia-1145.
1145-Visalia.
I’m 10-76 to 25 with 40-Paul at Orosi High School.
10-4.
For those who are unfamiliar with the ten-codes and California penal codes, the conversation just spoken will make no sense to them. What was actually communicated in the first conversation was:
So, did you hear about the arm-robbery last night?
Yeah, I was on my way to motor pool when dispatched called the arm-robbery over the radio and gave the be on the look out description of the suspect’s car.
The suspects are South Side Kings gang members from Ivanhoe.
The second conversation in common English communicated the following:
Visalia Dispatch, this is Probation Officer M. Wallace.
M. Wallace, this Visalia Dispatch.
I am on my way to meet with Sheriff Deputy E. Saldivar at Orosi High School. Understood.
Though my sublanguage communication to dispatch and other law enforcement personal maybe understood, it makes no sense at all to my wife and friends. Hence, the importance of knowing your audience. If I were to tell my wife that I was 10-76 to the store to buy some milk and that my ETA home is about 15 minutes, she would struggle with trying to understand what was just said to her. When you don’t take careful consideration of your audience, you risk the probability that they may not unstander your words.
If a tree in falls in the woods and there is no one there to hear it, did it make a noise? If someone speaks, yet no one understands what is being said, is the person even communicating? Or would it just be white noise, like that of an un-tuned radio?
Effective communicators are effective because they not only take the time to learn sublanguages, but are also conscience of their audience. With the knowledge of a variety of culture sublanguages and an awareness of their audiences, they communicate their thought in way through both common English and sublanguages that is clearly received. They tune into their audience.
Wednesday, August 23, 2006
School is going well. I like my class and I like my teacher, but to tell the truth, she intimidates the hell of me. I am not sure why. I think a lot of it has to do with her and I being liked age. I dont think I would care (or at least not as much) if she were in her 40s or 50s. But for some reason, I worry a great deal about what she is going to think about my writing.
Anyhow, we read a great poem tonight in class:
Theme of English B by Langston Hughes (1902-1967)
The instructor said,
Go home and write
A page tonight.
And let that page come out of you-
Then, it will be true.
I wonder if it’s that simple?
I am twenty-two, colored, born in Winston-Salem.
I went to school there, then Durham, then here
to this college on the hill lead down into Harlem,
through a park, then I cross St. Nicholas, Eighth Avenue, Seventh,
and I come to the Y,
the Harlem Branch Y, where I take the elevator up to my room,
sit down, and write this page:
It’s not easy to know what is true for you or me
at twenty-two, my age. But I guess I’m what
I feel and see and hear, Harlem, I hear you:
hear you, hear me-we two- you, me talk on this page.
( I hear New York, too) Me- who?
Well, I like to eat, sleep, drink, and be in love.
I like to work, read, learn, and understanding life.
I like a pipe for a Christmas present,
or records- Bessie, bop, or Bach.
I guess being colored doesn’t make me not like
the same things other folks like who are other races.
So will my page be colored that I write.
Being me, it will not be white.
But it will be
a part of you, instructor.
You are white-
Yet a part of me, as I am a part of you.
That’s American.
Sometimes perhaps you don’t want to be a part of me.
Nor do I often want to be a part of you.
But we are, that’s true.
As I learn from you,
I guess you learn from me-
Although you’re older-and white-and somewhat more free.
This is my page for English B.
- Langston Hughs
We discused the meaning, it's rythem and the objects of power within the poem in class. I find this poem to be about human connection and a challenage of power. The writer is passively challenging society's social structure. He clearly states he is of color, which makes him different than his teacher and classmates, but then, he lists the things we all enjoy and have in common. Love, work, music, Christmas presents, reading, learning, eating, drinking and finding understanding in life. He later boldly states that the instructor of his higher learning can also learn from him, a twenty-two year old, back student, just as he will learn from him. Within that is human connection. To quote Proverbs, “Iron sharpens Iron, Man sharpens Man”. The teacher and student share a community inside and outside of the classroom; they share the common human pleasures, and share a dialogue. With dialogue comes growth and understanding.
After reading this poem, I feel a little less intimidated from my instructor, since I have just as much to offer her, as well as my fellow classmates as she does to all of us. Community.
Anyhow, we read a great poem tonight in class:
Theme of English B by Langston Hughes (1902-1967)
The instructor said,
Go home and write
A page tonight.
And let that page come out of you-
Then, it will be true.
I wonder if it’s that simple?
I am twenty-two, colored, born in Winston-Salem.
I went to school there, then Durham, then here
to this college on the hill lead down into Harlem,
through a park, then I cross St. Nicholas, Eighth Avenue, Seventh,
and I come to the Y,
the Harlem Branch Y, where I take the elevator up to my room,
sit down, and write this page:
It’s not easy to know what is true for you or me
at twenty-two, my age. But I guess I’m what
I feel and see and hear, Harlem, I hear you:
hear you, hear me-we two- you, me talk on this page.
( I hear New York, too) Me- who?
Well, I like to eat, sleep, drink, and be in love.
I like to work, read, learn, and understanding life.
I like a pipe for a Christmas present,
or records- Bessie, bop, or Bach.
I guess being colored doesn’t make me not like
the same things other folks like who are other races.
So will my page be colored that I write.
Being me, it will not be white.
But it will be
a part of you, instructor.
You are white-
Yet a part of me, as I am a part of you.
That’s American.
Sometimes perhaps you don’t want to be a part of me.
Nor do I often want to be a part of you.
But we are, that’s true.
As I learn from you,
I guess you learn from me-
Although you’re older-and white-and somewhat more free.
This is my page for English B.
- Langston Hughs
We discused the meaning, it's rythem and the objects of power within the poem in class. I find this poem to be about human connection and a challenage of power. The writer is passively challenging society's social structure. He clearly states he is of color, which makes him different than his teacher and classmates, but then, he lists the things we all enjoy and have in common. Love, work, music, Christmas presents, reading, learning, eating, drinking and finding understanding in life. He later boldly states that the instructor of his higher learning can also learn from him, a twenty-two year old, back student, just as he will learn from him. Within that is human connection. To quote Proverbs, “Iron sharpens Iron, Man sharpens Man”. The teacher and student share a community inside and outside of the classroom; they share the common human pleasures, and share a dialogue. With dialogue comes growth and understanding.
After reading this poem, I feel a little less intimidated from my instructor, since I have just as much to offer her, as well as my fellow classmates as she does to all of us. Community.
Sitting in class
Trying to focus-
As obscure thoughts dance.
School at night is kind of a drag.
But one must keep priorities up-
And not let them lag.
Forced writing is a pill-
Chalky and dry,
I only swallow it to get by.
If I had my choice,
I would rather be writing in a different way-
With red wine, being cab, shiraz, or a merlot,
In a room with the lights turned low.
Trying to focus-
As obscure thoughts dance.
School at night is kind of a drag.
But one must keep priorities up-
And not let them lag.
Forced writing is a pill-
Chalky and dry,
I only swallow it to get by.
If I had my choice,
I would rather be writing in a different way-
With red wine, being cab, shiraz, or a merlot,
In a room with the lights turned low.
Wednesday, August 09, 2006
What do millions of kids across the country and I have in common?
We’re all going back to school in a few weeks!
When I was first hired with the Probation Department I dropped out of school, thinking I would come back to it the following semester. Well that was eight years ago. Sixteen semesters later I have re-enrolled. Turns out I am only four classes away from an AS degree then I will be able to transfer and begin working towards my BS degree.
In other news I was transferred to a new position at work, which is also school related. I am being transferred to a Campus PO position. I have been assigned to the Cutler/ Orosi School District. I will be monitoring kids on probation at the High School and Jr. High. I am looking forward to the change.
Tuesday, August 01, 2006
There is a church near my house that posts a new message on their sign board every week. I always take notice of the sign each week to see what lame message they had posted. This week’s message for some reason really annoyed me. The message read: Don’t make me come down there. – God.
What the hell is that suppose to mean? Is that supposed to be cute and funny? As for as I am concerned, God is omnipresent. What are they really trying to say with a statement like that? That God is an annoyed parent about ready to come down and give everyone a whooping? Better go to church or God is going to get you. Give me a break. Lame, Lame, LAME.
What the hell is that suppose to mean? Is that supposed to be cute and funny? As for as I am concerned, God is omnipresent. What are they really trying to say with a statement like that? That God is an annoyed parent about ready to come down and give everyone a whooping? Better go to church or God is going to get you. Give me a break. Lame, Lame, LAME.
