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Tightrope Books publishes an anthology called Best Canadian Essays

The lost art of the perfect sentence

Russell Smith

Special to The Globe and Mail

Published December 18, 2018 Updated December 18, 2018

Every year a small press called Tightrope Books publishes an anthology called Best Canadian Essays, in which articles that were published in magazines are collected. For the past eight years this series has been overseen by the poet Chris Doda; he engages a new guest editor every time to make the selections. This year the guest editor is the philosopher Mark Kingwell, who writes in his introduction something rather scandalous: “I am not much fetched by personal-voice narratives unless there is some underlying logic to my being there in the first place. … I don’t pay a lot of attention to bio lines or bio notes. … I want to hear intelligence, wit and suppleness of expression.”

One of these very essays continues this bold idea – that “what an essay is about is less important than how it is written” – even more explicitly: “The Future Is the Period at the End of a Sentence” by Peter Babiak is a rant against his students’ linguistic laziness and a furious paean to the power of the perfect sentence. Babiak dismisses “creative expression” as “easy” – it’s grammar, he says, that is “the deep structure of language … the root of all that they dream, think, say and write.”

This kind of aestheticism is, as they say, “problematic” these days, as the aesthetic itself is notoriously divisive, and of course one’s bio is important to prove one’s level of privilege. The idea that elegant and playful writing is better writing privileges those with a certain kind of education, who have the luxury of detachment and defavours (or “erases” as the overwrought contemporary scholarly jargon has it) the true and powerful experiences of the marginalized. Surely a story that exposes an injustice or gives voice to the oppressed is more important than something clever and entertaining?

The thing is, once one is addicted to the stylish one can take little pleasure in the lumpy, no matter how serious the subject matter. The serious is done no favours by an earnest style. Furthermore, to say that this aesthetic interest occurs only in conservative or privileged educational systems is to suggest that writers who do not come from privilege are incapable of being witty, and that is rather condescending.

I don’t think this argument is so present in other countries – especially in Europe, where being clever or funny or even maintaining a certain stylish hauteur is not seen as a moral liability. This is Canada, where we still reward the virtuous over the witty. The vast majority of Canadian novels and short stories lack wit, and they rarely experiment with style that is highly economical or even faintly oblique. There are still so many awkward expository passages that are so obviously an authorial point of view (“They had first settled here in 1956, before the New Families Act of 1958 drove down commodity prices …”), so many clichés (“They had grown up in crippling poverty,” “She felt frozen with fear,” “He had a chiselled jaw”), so many redundant dialogue tags (“’Don’t go in there,’ she warned”), so many exclamation marks!

In fiction, I look for great sentences above all else. And in Canadian fiction these are difficult to find. Publishers are still rewarding lifeless novel-writing if they feel a story is “important.”

The award nominations this year were, on the other hand, pretty good at picking good line-by-line writing.

I think of Patrick deWitt’s gleefully preposterous dialogue: “The customs agent was flummoxed. He asked Malcolm, ‘She is sick, monsieur?’ / ‘She isn’t sick.’ / ‘She does not die?’ / ‘Never.’ / ‘She must not die here,’ the customs

agent warned Malcolm. / ‘She’ll die somewhere else,’ Malcolm promised. / The customs agent looked back at Frances. ‘No dying in France.’ He stamped their passports and waved them on.”

I think of Kathy Page’s clever descriptions: “… a tangle of stockings of various thicknesses and similar hues, which looked like the cast-off skins of a large nest of beige and tan snakes.”

Sheila Heti’s febrile and poetic philosophizing: “I resent the spectacle of all this breeding, which I see as a turning-away from the living – an insufficient love for the rest of us, we billions of orphans already living.”

Lisa Moore’s vernacular-inflected stream-of-consciousness: “And your co-worker with his sunrise hair, the winding rosebush tattoo tucking under the sleeve of his employee-issue Shoe Emporium T-shirt, still high from whatever all-nighter and foxy eyes, whose grandmother was the leading expert in cold-water sea cucumbers, no joke, at the Marine Institute and who [Marty] is not even bi but straight-up gay for gosh sakes, like definitely that end of the spectrum, according to him. Sea cucumbers.”

Paige Cooper’s minimalist satire, as spare as haiku: “She gave me a piece of black leather with words stamped in serif. Surgeon. Sensei. Colonist. I left her bill, which was insane, on Moe’s desk.”

Writers like this can make any story interesting, even if it is implausible or frivolous.

So my plea for the new year is: Can we publish more of the stylish, please, and fewer of the workhorses?

1. What is the political element of this article (the parts that speak about an issue such as class or race)?

2. What is the author’s thesis?

3. What parts do you not understand?

4. How important is presentation to you when it comes to a message?

5. Look at the sentences the author gives as examples of stylish writing. What stands out to you?

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Record the preceding transactions in MSK’s books assuming it recognizes revenue over time and uses costs incurred to measure the extent to which its performance obligation has been satisfied

MSK Construction Company contracted to construct a factory building for $525,000. Construction started during 20X1 and was completed in 20X2. Information relating to the contract follows:

                                                                                                           20X1                     20X2

Costs incurred during the year                                                  $290,000                $150,000 

Estimated additional cost to complete                                     145,000                     —

Billings during the year                                                                   260,000                  265,000 

Cash collections during the year                                                    240,000                   285,000 

Required:

  1. Record the preceding transactions in MSK’s books assuming it recognizes revenue over time and uses costs incurred to measure the extent to which its performance obligation has been satisfied.
  2. Record the preceding transactions in MSK’s books assuming it recognizes revenue at a point in time when control of the completed factory is transferred to the customer at the end of the project.

Prepare the entry to record the construction costs incurred. Hint: Use Cash, payables, materials, etc.

Prepare the entry to record the amounts billed to the customer.

Prepare the entry to record the cash receipts from the customer.

Prepare the entry to record the construction costs incurred. Hint: Use Cash, payables, materials, etc.

Prepare the entry to record the amounts billed to the customer.

Prepare the entry to record the cash receipts from the customer

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    Select two picture books appropriate to preschool-aged children that you can use to teach your selected topic

    Picture books and professional journals can lead children through inquiry and investigation. The natural process of how living things grow, change, have needs, and follow predictable patterns can be used to develop children’s background knowledge. For this discussion board assignment:

    Original Response

    1. Select two picture books appropriate to preschool-aged children that you can use to teach your selected topic. One of your selected books should be fiction and the other book should be non-fiction.

    2. Use the Unit 2 optional resources for early childhood book lists, reviews and recommendations, as well as online bookstores to look for picture books.

    3. Review the six criteria for evaluating books used by the NSTA and Children’s Book Council (found in Chapter 2 of Royce, C. A., Morgan, E. R., & Ansberry, K. R. (2012). Teaching science through trade books. NSTA Press.). You will apply a selection of these criteria in your written description of each book. 

    1. The book has substantial science content.
    2. Information is clear, accurate, and up-to-date.
    3. Theories and facts are clearly distinguished
    4. Facts are not oversimplified so that the information is misleading.
    5. Generalizations are supported by facts and significant facts are not omitted.
    6. Books are free of gender, ethnic, and socioeconomic bias.

    4. Write a description of each book that includes all of the following elements: 

    • Topic: List your selected topic (from Unit 1).
    • Book Features: Describe the features of each book. Examples: Are there illustrations, or graphic aids, and what kind? Is there text? Are there charts or diagrams? Is there a table of contents or index? Explain specific features of each book that appeal to you for teaching children.
    • Book Evaluation: Select three (3) of the six criteria used by the NSTA and Children’s Book Council to evaluate your book selections.
    • Selected Topic Connection: Explain why you chose each book for your topic? Provide two specific examples that illustrate the links between the books and your topic (one example for each book)

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    different specific children’s literature books as the center for your teaching focus

    Your culminating projects (Integrated Arts Activity Plans Part 1 and Part 2) will require you to choose two different specific children’s literature books as the center for your teaching focus. Once you have selected your books, you will develop 4 detailed activity plans for each. One plan must focus on a 2-dimensional art project, another must focus on a 3-dimensional art project, and there must also be one movement activity and another separate music activity. All four plans must each specifically teach a an objective (skill, concept, or technique) in visual art, movement (Links to an external site.), and music (Links to an external site.). For the link to the objectives found on the Texas Pre-K guidelines click here . (Links to an external site.) 

    All four plans must be inspired by and related to the children’s book you have chosen. The activity plan format or template has been provided below. A source for other ideas linking art extension ideas to children’s literature has also been provided below. Other links to additional literature and an example of an abbreviated integrated arts plan have also been provided. When you have completed your 4 plans for Part 1, upload and submit them here. 

    NOTES- a) You may not use anything related to the example that I have provided (activities related to an Ocean or Under the Sea thematic unit);      b) Remember to challenge yourself to use books other than those that you are most familiar with or typically use on a routine basis (including The Very Hungry Caterpillar and Brown Bear, Brown Bear). Don’t forget to apply what you now know about activity planning and the elements of Standard 4. 

    Activity plan templateActions

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    What do you think of the efficacy of self-help books?

    1.What do you think of the efficacy of self-help books? Do you blame it on placebo? Self-fulfilling prophesy? How could you determine whether they were helping?

    2. Although there is only a weak correlation between income and feelings of happiness, many people believe that having more money will make them happy. Why do you think this is?

    3. To what extent do you think that our behavior is largely influenced by desires and urges of which we are unaware? Is there a defense mechanism that stood out to you that you may rely on unconsciously or consciously?

    4. Do you think there is a connection between Maslow’s hierarchy of needs and the way a person presents himself or herself: their physical person, their home, their car, etc.?

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    Global Green Books Publishing company

    Review the nine mini-case study series from the Project Management Institute on the Global Green Books Publishing company before starting this assignment.

    In this assignment, you will develop a risk matrix that analyzes key risks from one of the mini-case studies. You will analyze the cause of each risk, estimate its probability of occurrence, its potential impact, and recommend a response to each risk. You will also analyze the skills and competencies needed by team members in order to effectively manage project risk.

    Write a 3 page paper in which you:

    Project Management – A Case of the Global Green Books Publishing Company

    Name of Student

    University Affiliation

    Course Number

    Instructor’s Name

    Date

    Project Management – A Case of the Global Green Books Publishing Company

                Project management risks analysis refers to an evaluative process that seeks to establish and understanding of the nature and magnitude of risks that an organization undertaking a project faces (Edwards & Bowen, 2013). The process involves breaking of each risk into its components but not necessarily with exactness of mathematical accuracy. Risk analysis is critical in allowing project managers in achieving the project goals through the avoidance, elimination, or reduction of problems that can cause project delay or cause unplanned project losses.

    Risk Matrix for Global Green Books Publishing Company Project

    RiskCause of the RiskProbability of OccurrencePotential ImpactRecommendation
    Lack of trained staff with knowledge in project managementPoor recruitment and inability to align project goals with skills  90%Ineffective leverage of new employees and inability to meet project objectives and goals.Hire skilled workforce. There is need to have project manager with skills in project management.
    Failure to deliver eBooks to customers within agreed time leading to loss of business.Lack clearly defined statement of work and work breakdown structure.  100%Loss of business as major customers received books late, affecting classes and study plans.Clearly define project goals and objectives that need to be attained.
    Inability to provide quality texts.Unqualified staff in charge of eBooks editing. Lack of clear roles that led to assigning editing duties to staff who were less qualified.95%Reduced customer satisfaction and led to increased time spend in fixing defective texts.Set clear roles and responsibilities among the employees. Employ qualified staff to handle editing to ensure only quality texts are published. 
    Escalation in costsPoor estimation of resources, lack of clear financial plan.75%Led to the company reporting losses. Losses affect the ability to meet recurrent expenditures such as salaries and acquisition of materials and equipment.Develop clear financial plan. Involve all the departments and establish budget estimates for each department. Hire qualified financial planning expert to work with the project manager.

    Skills or Competencies Needed by Team Members for Effective Identification and Management of Risks in Global Green Books Publishing

    The business environment is dynamic, fast-paced, evolving, and is characterized by rapidly changing technologies.  Mainga (2017) points out the need for dynamic capability-perspectives that is focused on the required competencies that is need for effective project execution is such business environment. Since projects consist of different phases, the critical competencies required to minimize risks are varied. The competencies that are needed by team members in Global Green Books Publishing for effective identification and management of risks are effective communication, good decision-making, discipline and execution, and monitoring and control………………………………………………………………………………………………

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