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Special to The Globe and Mail

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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different communities around the globe, each with a different natural resource extraction taking place in the region

Our Assignment:

There are so many different natural resources around the globe, and each of them holds significance to the community in which it is extracted and to the resource users. It is time to explore some of the regions of the world that depend on resource extraction and the implications these resources have on the area. 

Step 1:

To begin, you will choose two different communities around the globe, each with a different natural resource extraction taking place in the region. You will drop a pin on a Google Map to distinguish this area.  I will need the map submitted as well.

Step 2:

For each of your two pin drop locations you will provide the following information:

Name of location.
Name and description of resource being extracted in the region (include photos).
How humans are using this natural resource.  
History of the resource extraction in the area. What trends/patterns can be seen?
What have been the implications of the resource extraction on the social/cultural, political, environmental and economic aspects of the region?
Include a minimum of one image of the area
You must provide a proper Works Cited sheet or I will not mark the assignment.
 

This can be done in a chart format, point form, slide show – whichever is easiest for you to do. (20 marks

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trends in education around the globe from technology to students teaching teachers

Using support from your readings this week, in two to three paragraphs reflect on the goals, values, and rationale of applied research within the education profession.  

References

1. Choosing & Using Sources: A guide to academic research. (n.d.). Teaching & Learning, University Libraries. https://ohiostate.pressbooks.pub/choosingsources/

o Licensed under a Creative Commons Attribution 4.0 International License.  

o Chapter 1 – Research Questions

o We will be using this book throughout the first half of the course, so it is highly recommended that you download a copy for quick reference.  You can download the book from the Textbook page located on the course homepage.  This book covers the basics of research.

2.  Baron, M. A. (2008). Guidelines for writing research proposals and dissertations. http://www.regent.edu/acad/schedu/pdfs/residency/su09/dissertation_guidelines.pdf

o The above resource provides an overall review of the research proposal process. However, please note that you will not be going into the depth of the dissertation process, this is only meant as a review of pieces of requirements that we will be discussing in this course.

   4.  Hine, G. (2013) The importance of action research in teacher education programs. http://clt.curtin.edu.au/events/conferences/tlf/tlf2013/refereed/hine.html

o This is an excellent overview of the action (applied) research practice in teacher education programs.  

   5.  Painter, D. (1999) Teacher research could change your practice. NEA. http://web.archive.org/web/20200217170158/http:/www.nea.org/tools/17289.htm

o In this article, Painter discusses why it is important to conduct research as an educator.  

    6. Current trends in education. (2012). technology. http://www.teach-nology.com/currenttrends/

o The above article will help you explore possible topics for your applied research proposal. It also discusses current trends in education around the globe from technology to students teaching teachers.  

   7.  Purdue OWL Online Writing Lab. (n.d.). Where to begin. Purdue OWL Online Writing Lab. https://my.uopeople.edu/mod/book/edit.php?cmid=243949&id=276568

o Review this information to help narrow a research topic and develop research questions.

In at least three pages, use the headings and the instructions provided in the Applied Research Template to address the following:

• Purpose of the Study: The section should include an explanation as to why this topic is specifically important to you, your position, or your organization. Include how this topic choice is interesting and relevant to the education field.

• Context: Explain what the reader must know about the organization/school setting to enrich their understanding of the intervention/innovation

• Statement of the Problem: The problem statement is one of the most important aspects of the applied research study, as it serves as the framework for the entire study. The problem statement should be clear and easy to understand for a wide range of stakeholders

• Rationale: In this section, you will need to provide a solid rationale and explanation of the problem and explain the significance of the problem. How does it impact students, the school, and is it a larger scale issue for students?

• Prior Interventions (if applicable): Explain what you have tried or what others have tried in relation to the problem and what has worked or not worked.  If this is a new problem like something that has occurred due to changes required as a result of the COVID-19 pandemic, then there may not be prior interventions.  In that case, leave this section out.

• Research Questions: Applied research requires at least two research questions, though you can have more.  The questions should be observable and measurable.  See the research template for examples.

• Significance of the Study:  Explain why you think your study is important to complete and who will benefit as a result of your research. In other words, justify why you chose to do this study. Ensure your explanation draws on the literature you are using to support this choice of intervention.  

reference

   1.  Guerrero, Y.Y.G. (2012). Exploring the effect of exposure to LD through activities inside the classroom. The University of Pamplona, School of Education. [PowerPoint slides]. SlideShare. https://www.slideshare.net/yeisonguerra/applied-research-proposal-2012

o This is an example of an applied research project done in a foreign language classroom

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What is imperialism and how did the Western European states use it to dominate the globe

1. What is imperialism and how did the Western European states use it to dominate the globe?

2.Explain how economics changed after the end of the Middle Age?

3.Look at the world around you today and highlight a few of the problems facing us as we go forward into the 21stcentury. Now using all course material, trace three of those problems back throughout history and explain how they came to be. An example would be “the threat of Nuclear Weapons” or something even as grand as “Poverty.”

Each question should have at least 1500 words, please.