Style: Exercise 5.3 (page 87)

Style: Exercise 5.3 (page 87)
1. Vegetation covers the earth, except for those areas continuously covered with ice or utterly scorched by continual heat. Plants grow not only in rich plains and river valleys, but also at the edge of perpetual snow in high mountains. Dense vegetation grows in the ocean and its edges, as well as in and around lakes and swamps. Plants exist in the cracks of busy city sidewalks, as well as in seemingly barren cliffs. Vegetation covered the earth before humans existed, and they will continue to be there long after the evolutionary history swallows us up.
2. Animals naturally lack in power to create and communicate a new message to fit a new experience. Their genetic code limits the number and kind of messages that they can communicate. For examples, bees can only communicate information about distance, direction, source, and richness of pollen in flowers. As a part of their characteristics, animals of same species keep delivering a limited repertoire of message in the same way, generation after generation.
3. In his paper on children’s thinking, Jones (1985) stressed the importance of language skills in their problem-solving ability. He reported that the children with improved language skills showed enhanced capability in solving the nonverbal problems. According to him, they performed better when solving the problems because they used the language habits they already acquired in order to articulate the problem and to activate the knowledge they learned through language. Therefore, we will be able to explore the way to enhance problem solving in general by systematically putting the nonlinguistic problems in verbal form.

Exercise 5.2, Style Practice

1. Vegetation is found all around the world, save for places of extreme temperature. Plants thrive in richly fertilized plains and river valleys as well as on the edge of perpetual snow in high mountains. Dense vegetation exists in the ocean and its edges as well as in and around lakes and swamps. Plants are present in the cracks of busy city sidewalks as well as what seem to be barren cliffs. Vegetation covered the earth before humans ever existed and will continue to do so long after our existence has come to pass.
2. Animals don’t have the power to create and communicated new messages fit to new experiences naturally. Their genetic code limits the number and kind of messages they have the ability to pass on. Bees, for example, can only communicate distance, direction, source and richness of pollen in flowers. Animals of the same species characteristically have a limited cache of messages that can’t be sent that span over generations.
3. Language skills were stressed by Jones (1985) in his paper on children’s thinking as very important in children’s problem-solving abilities. Language skill improvement reportedly causes improvement in nonverbal problem solving. Language habits that were previously acquired used along with the activation of knowledge previously learned through language are thought to be the cause of better performance. Therefore, the verbal formulation of nonlinguistic problems prior to attempts at their solution, when systematically practiced, might be an avenue for exploration in the enhancement of problem solving in general.

Writing Analytically: Exercise 5.2

1. Vegetables cover the earth, except for areas covered by ice or scorched by heat. Plants grow the most richly in fertilized plains, river valleys, and on the edges of snowy mountains. Dense vegetation populates the ocean and its edges, as well as in and around lakes and swamps. Plants grow in the cracks of city sidewalks and on seemingly barren cliffs. Vegetation will still continue to inhabit the earth long after humans have been swallowed up by evolutionary history.
2. Animals do not naturally have the power to create and communicate a new message to fit a new experience. The number and kind of messages that they can communicate are limited by their genetic code. For example, bees can only communicate information regarding the distance, direction, source, and richness of pollen in flowers. In all significant respects, only animals of the same species can deliver a selection of messages in the same way.
3. In his paper on children’s thinking, Jones (1985) stressed how important language skills are in the ability of children to solve problems. He reported that when children improve their language skills, they can also improve on solving nonverbal problems. Jones thought children performed better when they use previously acquired language habits to articulate and activate knowledge previously learned though language. He, therefore, concludes that if children practiced to formulate words, they can learn to solve problems better.

Style, Exericise 5.2

1. Vegetation covers the earth, except for those areas continuously covered with ice or utterly scorched by continual heat. Plants grow mostly on richly fertilized plains and river valleys but also at the edge of perpetual snow in high mountains. Dense vegetation grows in the ocean and around its edges as well as around lakes and swamps. Plants grow in the cracks of busy city sidewalks and in seemingly barren cliffs. Vegetation covered the earth before humans existed and will stay long after we have been swallowed up by evolutionary history.

2. Animals in their natural state cannot create and communicate new messages to fit a new experience. Their genetic code limits the number and kind of messages that they can communicate. For example, bees can only communicate information about distance, direction source, and richness of pollen in flowers. Animals are characterized as the same species when messages have a limited repertoire and are delivered in the same way for every generation.

3. In his paper on children’s thinking, Jones (1985) stressed the importance of language skills in children’s problem-solving ability. He reported that when children improved their language skills, they also improved on their ability to solve nonverbal problems. Jones believed that they performed better because they used previously acquired language habits to articulate problems and activated knowledge learned through language. Therefore we could explore if children could solve problems better if they practiced how to formulate them.

Exercise 5.2

1. Vegetation covers the earth, except for those areas continually covered with ice or utterly scorched by continual heat. Plants grow most richly in fertilized plains and river valleys, but also at the edge of perpetual snow in high mountains. Vegetation is also dense in the ocean and it's edges, as well as in and around lakes and swamps. Plants can be found in the cracks of busy city sidewalks as well as in seemingly barren cliffs. Vegetation covered the earth before humans existed and it will continue to cover the earth long after evolutionary history swallows us up.

2. Animals in their natural states can not create and communicate a new message to fit into a new experience. The genetic codes of animals limit the ways they can communicate. Bees for example can only communicate information about distance, direction, source, and richness of flowers. Animals of the same species must communicate with a limited repertoire of messages delivered in the same way for generation after generation in all significant respects.

3. Language skills are important to children's problem-solving skills, as stressed by Jones(1985) in his paper on children's thinking. Reports show that when language skills improve, nonverbal problem solving improves. Previously acquired language habits used for problem articulation and activation of knowledge may cause better performance. Using language skills to approach a nonlinguistic problem before solving the problem may be a way to enhance problem solving in general.

Booker T.

Hey all,

If possible, can you try to bring the Booker T. Washington to class tomorrow? There are a few more things in it that I'd like us to review. Good times, good times.

Best,
Ben

Atlanta Exposition

Hey Ben, should we print out Booker T's Atlanta Address? Is it going to be one of those readings that we will cover extensively?

Exercise on Binaries

What is the "Exercise on Binaries" that we have to do by tomorrow?

This seems kind of late to ask, I thought that it would be in the chapter of writing analytically, which I just got my copy today, but I can't tell.

Any help is greatly appreciated.

question about quotes and idioms

hey ben quick question when were using quotes from stevens and freud, do we need to reference lines and page numbers? and also if were using idioms in our essays, just quotation marks? i didn't want the chance for it to be misinterpreted as coming from freud or stevens. I'm using the idiom "removing of a veil" so should i keep it in quotation marks or notate it in a different way

What's with turbans?

So, this happens to be my first main post to the blog, and I had a question that I hope others can help me with that relates to my paper.

I happen to be doing a close reading of Wallace Stevens's poem "The Plain Sense of Things" and I can't come up with any reason why Stevens would choose to use the word turban in the line "No turban walks across the lessened floors," in the second stanza, last line. I was talking it over with some friends and none of us could come up with a reason for that "strange" word choice there. It appears to be a specific choice the author made and there should be a reason for that decision (I mean the guy was from CT USA in the early 20th century, how often could he have thought of turbans at random?).

Any ideas?

Tom Magrino