Comments on: The Trials and Tribulations of Teaching http://www.froginawell.net/japan/2006/12/the-trials-and-tribulations-of-teaching/ The Japan History Group Blog Sun, 27 Nov 2011 22:45:05 -0800 hourly 1 http://wordpress.org/?v=3.1.3 By: caspar http://www.froginawell.net/japan/2006/12/the-trials-and-tribulations-of-teaching/comment-page-1/#comment-48361 caspar Wed, 31 Jan 2007 06:16:16 +0000 http://www.froginawell.net/japan/2006/12/the-trials-and-tribulations-of-teaching/#comment-48361 Guide to sounding like a complete douchebag who may or may not teach writing at Pomona College: 1. Use the word "precisely" several times in every paragraph to sound deliberate. 2. Refer to your own grammatical structures to impress your readers with your technical knowledge of writing. 3. Use punctuation in the British, rather than the American, style. 4. Refer to your own writing with the adjective "plangent." 5. Excessively use scare quotes to imply layered meanings and lofty tone. Guide to sounding like a complete douchebag who may or may not teach writing at Pomona College:

1. Use the word “precisely” several times in every paragraph to sound deliberate.
2. Refer to your own grammatical structures to impress your readers with your technical knowledge of writing.
3. Use punctuation in the British, rather than the American, style.
4. Refer to your own writing with the adjective “plangent.”
5. Excessively use scare quotes to imply layered meanings and lofty tone.

]]> By: Morgan Pitelka http://www.froginawell.net/japan/2006/12/the-trials-and-tribulations-of-teaching/comment-page-1/#comment-48177 Morgan Pitelka Tue, 30 Jan 2007 14:10:55 +0000 http://www.froginawell.net/japan/2006/12/the-trials-and-tribulations-of-teaching/#comment-48177 Precisely! こいつはあほやな。 Precisely!

こいつはあほやな。

]]> By: Jonathan Dresner http://www.froginawell.net/japan/2006/12/the-trials-and-tribulations-of-teaching/comment-page-1/#comment-48095 Jonathan Dresner Tue, 30 Jan 2007 09:25:37 +0000 http://www.froginawell.net/japan/2006/12/the-trials-and-tribulations-of-teaching/#comment-48095 Clearly, DFW embodies both a psychological and socialogical pedagogical paradigm which transcends prescriptive hierarchical linguistics to achieve self-abnegative egalitarianism without sacrificing ego, polysyllabism, power or pseudonymity. Clearly, DFW embodies both a psychological and socialogical pedagogical paradigm which transcends prescriptive hierarchical linguistics to achieve self-abnegative egalitarianism without sacrificing ego, polysyllabism, power or pseudonymity.

]]> By: D.F.W http://www.froginawell.net/japan/2006/12/the-trials-and-tribulations-of-teaching/comment-page-1/#comment-48077 D.F.W Tue, 30 Jan 2007 07:53:28 +0000 http://www.froginawell.net/japan/2006/12/the-trials-and-tribulations-of-teaching/#comment-48077 Your imposition of formality is irrelevant to my post, as the independent clause: "It is precisely this type of prescriptive self-knowing in formality that affords a feeling of intrusion", is a plangent critique of precisely, your self-congratulatory and pompous 'annoyance', and not 'sloppily' suggestive of fallacious reasoning that I would presume to be cognizant of your in-class curriculum. Your imposition of formality is irrelevant to my post, as the independent clause: “It is precisely this type of prescriptive self-knowing in formality that affords a feeling of intrusion”, is a plangent critique of precisely, your self-congratulatory and pompous ‘annoyance’, and not ‘sloppily’ suggestive of fallacious reasoning that I would presume to be cognizant of your in-class curriculum.

]]> By: Morgan Pitelka http://www.froginawell.net/japan/2006/12/the-trials-and-tribulations-of-teaching/comment-page-1/#comment-47909 Morgan Pitelka Mon, 29 Jan 2007 17:20:32 +0000 http://www.froginawell.net/japan/2006/12/the-trials-and-tribulations-of-teaching/#comment-47909 D.F.W.: You assume that because I expressed annoyance with the student who wrote an informal email to my friend therefore I must force formality upon my own students. This is sloppy thinking. In fact my classes are filled with humor and are not bound by rules and regulations. Your other comments are so pompous and self-congratulatory that they do not deserve a response. D.F.W.: You assume that because I expressed annoyance with the student who wrote an informal email to my friend therefore I must force formality upon my own students. This is sloppy thinking. In fact my classes are filled with humor and are not bound by rules and regulations. Your other comments are so pompous and self-congratulatory that they do not deserve a response.

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