12-14-2003, 07:15 PM
I'm a fan of subtitled films. I also watch a lot of anime (Japanese animation) and I prefer it subbed. Dubs feel wrong in a way, mostly because English can't adequately handle the culture.
I've gotten into research on teachers and Netspeak, so that's a whole new chunk of my paper right there. I'm editing paper and portfolio in the editing studio, while project #3 compiles. Also ran into another Grammar student on the way to the editing studio, who said that the 5-hour exam is looking more like an 8-hour one. The essay question is the size of my midterm, and then the sentence diagramming!
This is NOT FAIR. I don't think I'd be so crabby about my workload if we actually got something done in class besides swap anecdotes on grammar with the Teacher's Pet. I've written two papers already for this professor, one of them with two rewrites. I've written a notebook full of sentence diagrams. I've typed "response papers" to the class' network message board (and nearly killing the keyboard in frustration when Teacher's Pet draws the same conclusions that I do but uses 1000+ words to my measly required 300). I taught the class about transitive verb sentence patterns and felt like a total failure when Teacher's Pet took over my presentation because "you're doing it all wrong, anyway."
I feel like I'm working and stressing over this class a whole helluva lot more than it deserves. Volume does not guarantee excellence. If I can make a point clear and concise in the alloted time with the alloted length, I shouldn't be forced to use some bloated and anecdote-ridden document as a yardstick to measure my work or success.
I'm also not looking forward to spending hours fine-tuning a paper then spending eight hours on an exam. Y'know, I could drive home in less time than it would take to finish that exam.
And then I look at my hard drive, and all the choice bits the Wayback Machine pulled up for me, and all the Diablo history from November 2002 on that I compiled before the fit hit the shan, and there's this little voice inside my head saying "just shove that crap out of the way and work on the fun and rewarding stuff!" I don't think I'd sound so lame and desperate if it wasn't for this: I stand a good chance at making Dean's List for the first time since I've been at Hollins. Every year, there's been ONE CLASS that keeps me off it. And I'm cursing my Grammar class for being that ONE CLASS this semester. And the thought of bringing home my grades, and my parents seeing that C among all those As...
So that's why I've been out in the snow and screaming. :(
It'll all be over soon, and then I can nag the Lurkers about Diablo history rather than angsty papers. :lol:
I've gotten into research on teachers and Netspeak, so that's a whole new chunk of my paper right there. I'm editing paper and portfolio in the editing studio, while project #3 compiles. Also ran into another Grammar student on the way to the editing studio, who said that the 5-hour exam is looking more like an 8-hour one. The essay question is the size of my midterm, and then the sentence diagramming!
This is NOT FAIR. I don't think I'd be so crabby about my workload if we actually got something done in class besides swap anecdotes on grammar with the Teacher's Pet. I've written two papers already for this professor, one of them with two rewrites. I've written a notebook full of sentence diagrams. I've typed "response papers" to the class' network message board (and nearly killing the keyboard in frustration when Teacher's Pet draws the same conclusions that I do but uses 1000+ words to my measly required 300). I taught the class about transitive verb sentence patterns and felt like a total failure when Teacher's Pet took over my presentation because "you're doing it all wrong, anyway."
I feel like I'm working and stressing over this class a whole helluva lot more than it deserves. Volume does not guarantee excellence. If I can make a point clear and concise in the alloted time with the alloted length, I shouldn't be forced to use some bloated and anecdote-ridden document as a yardstick to measure my work or success.
I'm also not looking forward to spending hours fine-tuning a paper then spending eight hours on an exam. Y'know, I could drive home in less time than it would take to finish that exam.
And then I look at my hard drive, and all the choice bits the Wayback Machine pulled up for me, and all the Diablo history from November 2002 on that I compiled before the fit hit the shan, and there's this little voice inside my head saying "just shove that crap out of the way and work on the fun and rewarding stuff!" I don't think I'd sound so lame and desperate if it wasn't for this: I stand a good chance at making Dean's List for the first time since I've been at Hollins. Every year, there's been ONE CLASS that keeps me off it. And I'm cursing my Grammar class for being that ONE CLASS this semester. And the thought of bringing home my grades, and my parents seeing that C among all those As...
So that's why I've been out in the snow and screaming. :(
It'll all be over soon, and then I can nag the Lurkers about Diablo history rather than angsty papers. :lol:
UPDATE: Spamblaster.