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Peter Sipes
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Hint: if you are a fully online "university", collaborative, cloud-based documents should be for you. Better workflow if nothing else. It's 2016, not 2002. We do not need local files to do asynchronous work. MS Office is yesterday's tool.

Aaaargh. I'm very dissatisfied with many aspects of my current degree program needed for licensure. Another topic I could rant on. No, I'm not naming names until my degree and license are in hand.

So recently I read an e-mail posting about the badness of staring with a beginning of the year review. It struck me as annoying, because I came to the conclusion that I did need to have a beginning of the year review.

Now, I am not thinking that I need a formal review of everything through the textbook. I am thinking more along the lines of a warm up for the year that features holes in knowledge that could have developed over the summer. (And to integrate the students who were not in my class last year and thus have a different knowledge base.)

I'll probably have to write some stories, but I can do that. I'll probably use the warm up as a rapport building exercise that acclimates everyone to what we had been doing on the last day of school. 

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Fragments make up a lot of our daily-use speech, but they weren't covered in the formal end of my linguistics study. Along comes this article to explain why. I love the names phenomena get in linguistics. For example, sluicing.

Quote: Among the many varieties of ellipsis is "sluicing," where what is omitted is not a verb, but an entire sentence. For example, a speaker may leave out the understood sentence "he called" after "why" in a sentence like: "He called, but I don't know why [he called]."

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So I am taking a class on human development. The textbook is treating Sigmund Freud as a serious theorist to be considered. He's been mentioned in at least three chapters of the book so far.

Wasn't he discredited ages ago? If so, why is this book being used? Why is the professor including him in the assigned work?

Further, how are we talking about linguistic development without talking about Chomsky?

The students thought I found my ancillaries online. No, I write those myths out. One of them motioned that his mind was blown. What? They thought I didn't know Latin like a boss?

On the up side, they didn't flinch when presented with morphological forms they hadn't seen before. I suspect I don't have to be as careful about presenting unknown grammar as I have been. Vocabulary is still a tough nut to crack.

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I am so not surprised to see that so much of the brain is involved with language processing. That semantics are spread out throughout the brain--and in fact some words in more than one location--is kind of the direction I had been leaning with how we process language. My gut feeling has been that language is distributed (vindicated by the video at least as far as semantic relations are concerned) and somehow an emergent property of the brain rather than located in a specialized portion of the brain more akin to vision.

h/t +Michael Conner for the G+ share.

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Because +Cesar Gemelli suggested I share it, and, well, because irony.

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So I found out about the word gap when taking first-language acquisition. It's a really appealing theory. This article suggests that the word gap might not be as starkly apparent as it seems for sociolinguistic reasons. 

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I caught The Revenant at the budget theater tonight. It was raining when I got out, so I had to take a picture. Of course it doesn't quite capture the magic as well as my eyes, but it was a moment I wanted to share.
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