When we were doing touch and goes during a complex checkout yesterday we had
an incident right after touchdown because of a blue heron in our immediate
path. The CFI said "to your detriment you already had the flaps at one
notch...", which confused me.

Later, he pulled the power on me approaching the pattern. During the
debrief he said "You see what happened? You forgot to do your third GUMPs
check but to your detriment you remembered to do it on final." To my
detriment I remembered to do one last GUMP check? I think he meant to my
CREDIT. (Unless there's some reason you wouldn't want a notch of flaps in
an Arrow II during short-field TnGs or wouldn't want to do the last "three
green, prop forward" before touchdown.) I might have gone home thinking he
was telling me it's incorrect to have a notch of flaps had it not been for
his later mistake.

My instrument instructor used to like to say, in reference to the DE, "one
of his pet peeves is to..." "One of his pet peeves is pattern B." If his
pet peeve is Pattern B, why are we spending so much time on it? "His pet
peeve is to keep you in a holding pattern." Apparently, she believes that
"pet peeve" means "things he likes to do." Entirely excusable, but another
example of language inaccuracy which might be potentially counterproductive.

It's important not to confuse your students. Using correct terminology and
language is important to that end. Please remain vigilante. ;>

-c

Irregardless, you shouldn't loose your concentration. :)

"greenwavepilot" > wrote in message
oups.com...
> Irregardless, you shouldn't loose your concentration. :)
>

Especially when you are putting the plain in the hanger. Don't ride the
breaks, either.

"gatt" > wrote in message
...
>
>
> When we were doing touch and goes during a complex checkout yesterday we
> had
> an incident right after touchdown because of a blue heron in our immediate
> path. The CFI said "to your detriment you already had the flaps at one
> notch...", which confused me.
>
> Later, he pulled the power on me approaching the pattern. During the
> debrief he said "You see what happened? You forgot to do your third GUMPs
> check but to your detriment you remembered to do it on final." To my
> detriment I remembered to do one last GUMP check? I think he meant to my
> CREDIT. (Unless there's some reason you wouldn't want a notch of flaps in
> an Arrow II during short-field TnGs or wouldn't want to do the last "three
> green, prop forward" before touchdown.) I might have gone home thinking
> he
> was telling me it's incorrect to have a notch of flaps had it not been for
> his later mistake.
>
> My instrument instructor used to like to say, in reference to the DE,
> "one
> of his pet peeves is to..." "One of his pet peeves is pattern B." If
> his
> pet peeve is Pattern B, why are we spending so much time on it? "His pet
> peeve is to keep you in a holding pattern." Apparently, she believes that
> "pet peeve" means "things he likes to do." Entirely excusable, but
> another
> example of language inaccuracy which might be potentially
> counterproductive.
>
> It's important not to confuse your students. Using correct terminology
> and
> language is important to that end. Please remain vigilante. ;>
>
> -c
>
>

The concensus of opinion would say you is correct.

Jay Beckman
PP-ASEL
Chandler, AZ

"C J Campbell" > wrote in message

> Especially when you are putting the plain in the hanger. Don't ride the
> breaks, either.

Upon soft-field touchdown, the pilot should call out "three on the green."

-c

c,

Do not feel intimidated by your instructor. If you are not sure what he
means, ask him to clarify his remarks. I can think of few things more
important than communication during flight instruction.

I am constantly refining my use of the English language as I teach my
students. They are told not to hesitate to ask for clarification if I
confuse them.

Gordon

> It's important not to confuse your students. Using correct terminology
and
> language is important to that end. Please remain vigilante. ;>
>
> -c
>
>

"gatt" > wrote in message
...
>
>
> When we were doing touch and goes during a complex checkout yesterday we
had
> an incident right after touchdown because of a blue heron in our immediate
> path. The CFI said "to your detriment

"You keep saying that word. I do not think it means what you think it
means."

In article >,
"gatt" > wrote:

> Upon soft-field touchdown, the pilot should call out "three on the green."

But mind the power lines near the fairway, or things could get rough.

> "You keep saying that word. I do not think it means what you think it
> means."

INCONCEIVABLE!!!!!

"Jeff Franks" > wrote in message
...
>> "You keep saying that word. I do not think it means what you think it
>> means."
>
> INCONCEIVABLE!!!!!
>
>
>

"The vestle with the pestle has the brew that is true..."

In a previous article, "Jeff Franks" > said:
>> "You keep saying that word. I do not think it means what you think it
>> means."
>
>INCONCEIVABLE!!!!!

My name is Rod Machado. You killed my engine. Prepare to die.


--
Paul Tomblin > http://xcski.com/blogs/pt/
"Faced with the prospect of rereading this book, I would rather have my brains
ripped out by a plastic fork." - Charles Cooper reviews the new Gates book.
http://zdnet.com.com/2100-1107-514105.html

"Paul Tomblin" > wrote in message
...
> In a previous article, "Jeff Franks" > said:
>>> "You keep saying that word. I do not think it means what you think it
>>> means."
>>
>>INCONCEIVABLE!!!!!
>
> My name is Rod Machado. You killed my engine. Prepare to die.
>
>
> --
> Paul Tomblin > http://xcski.com/blogs/pt/

No more callers, we have a winner...nice!

Jay B

Be careful when flying in CLOSE proximity to other aircraft
"gatt" > wrote in message
...
>
>
> When we were doing touch and goes during a complex checkout yesterday we
had
> an incident right after touchdown because of a blue heron in our immediate
> path. The CFI said "to your detriment you already had the flaps at one
> notch...", which confused me.
>
> Later, he pulled the power on me approaching the pattern. During the
> debrief he said "You see what happened? You forgot to do your third GUMPs
> check but to your detriment you remembered to do it on final." To my
> detriment I remembered to do one last GUMP check? I think he meant to my
> CREDIT. (Unless there's some reason you wouldn't want a notch of flaps in
> an Arrow II during short-field TnGs or wouldn't want to do the last "three
> green, prop forward" before touchdown.) I might have gone home thinking
he
> was telling me it's incorrect to have a notch of flaps had it not been for
> his later mistake.
>
> My instrument instructor used to like to say, in reference to the DE,
"one
> of his pet peeves is to..." "One of his pet peeves is pattern B." If
his
> pet peeve is Pattern B, why are we spending so much time on it? "His pet
> peeve is to keep you in a holding pattern." Apparently, she believes that
> "pet peeve" means "things he likes to do." Entirely excusable, but
another
> example of language inaccuracy which might be potentially
counterproductive.
>
> It's important not to confuse your students. Using correct terminology
and
> language is important to that end. Please remain vigilante. ;>
>
> -c
>
>

Jay Beckman wrote:


> "The vestle with the pestle has the brew that is true..."


No no the pellet with the poison is in the Flagon with the Dragon. The
Chalice in the palace holds the brew that is true.

--
Saville

Replicas of 15th-19th century nautical navigational instruments:

http://home.comcast.net/~saville/backstaffhome.html

Restoration of my 82 year old Herreshoff S-Boat sailboat:

http://home.comcast.net/~saville/SBOATrestore.htm

Steambending FAQ with photos:

http://home.comcast.net/~saville/Steambend.htm

"gatt" > wrote in message
...
>
> "C J Campbell" > wrote in message
>
> > Especially when you are putting the plain in the hanger. Don't ride the
> > breaks, either.
>
> Upon soft-field touchdown, the pilot should call out "three on the green."

That is only for golf course landings.

I know what you mean.
Try a checkout with a foreign instructor, well actually I was the
foreigner a couple of times.
Overhere we have a sort of universal language called 'Euro-English'.
It is a mix of the local language, english, gestures, pointing and the
most important, smiling a lot.
Great for ordering drinks, food, directions and so on but not for
instruction.

I enjoyed every occasion and never felt unsafe, maybe a bit confussed.
-Kees

"greenwavepilot" > wrote in message
oups.com...
> Irregardless, you shouldn't loose your concentration. :)
>

If only we could incentivize students to regard their actions as impactful
less they screw up and become disorientated.

--

Scott

Liberals love America like OJ loved Nicole. - Ann Coulter

I think I could care less about this whole thread. ;)

"tscottme" > wrote in message
...
> "greenwavepilot" > wrote in message
> oups.com...
> > Irregardless, you shouldn't loose your concentration. :)
> >
>
> If only we could incentivize students to regard their actions as impactful
> less they screw up and become disorientated.
>
> --
>
> Scott
>
> Liberals love America like OJ loved Nicole. - Ann Coulter
>
>

Oh well.....the correct use of English seems to have been a problem for
more years than most of us have been alive. Schools don't teach it
anymore, because, any more, it doesn't seem to matter?
What a pity. And, of course, writing it does have a different impact in
that we have time to digest the writing and disect it for proper
useage. Allowing for faster fingers than brain with mis-spellings,
improper punctuation, etc, there are ample opportunities for people to
show ignorance of the english language.
Education is just plain dumbing down to use a colloquialism. Teachers
are not being taught so they only pass on their ignorance.
Such a damned shame.
Ol S&B

Just brought up another point...... How about the student who doesn't
have a clue what proper english is? Sure they have been to school but
what does that mean? I'm convinced that our modern education system is
falling into disrepute and decay judging from the dismal results of
testing across the country.
Having the experience to teach is one thing. Being able to convey that
to a student is another. Then, what is the educational level of the
teacher?
Your post illuminates the deficiencies and I agree with you. If a
student doesn't have some good skills with the english language, how
can we expect them to gain anything useable from reading? If a CFI only
serves to accentuate that with poor english useage, where does it go?
There was a comedian years ago who used misuse of English as his
comedic routine and he was very successful with it. Norm Crosby by
name. Norm was partially deaf and used that as his entree to what can
happen with misunderstanding what was said vs what was meant.
Wish I could explain my self more clearly.
Ol S&B

gatt wrote:

> It's important not to confuse your students. Using correct terminology
and
> language is important to that end. Please remain vigilante. ;>

If your CFI shouts "take off power" make you dump the flaps first!

Hilton

"tom418" > wrote in message
news:1tAJd.20550$B95.16095@lakeread02...
> Be careful when flying in CLOSE proximity to other aircraft

Lest you have a near miss.

"Nathan Gilliatt" > wrote in message
news:gilliatt-

> > Upon soft-field touchdown, the pilot should call out "three on the
green."
>
> But mind the power lines near the fairway, or things could get rough.

If you're landing on a fairway, you should call out "fore green!"

-c

IRregardless? Yes, I know it's (lately) in the dictionary, but so are a
lot of barbarisms.

John Lowry
Flight Physics

"greenwavepilot" > wrote in message
oups.com...
> Irregardless, you shouldn't loose your concentration. :)
>

"John T Lowry" > wrote in message
ink.net...
> IRregardless? Yes, I know it's (lately) in the dictionary, but so are a
> lot of barbarisms.
>

You ain't gettin the point of this thread, are ya?

Anyway, the dictionary is no authority on grammar. It is more like a
newspaper; it reports common usage, but rarely passes judgment on what is
proper.

I get it, I just hadn't gotten around to telling about my first
instructor. I had trouble with landings because on short approach he
kept telling me "Just keep it in there!" I took that to mean (I'm
somewhat literal-minded) to keep the controls right where they were.
What he actually meant was to manipulate the controls as needed to keep
the attitude and airspeed of the airplane right where they were.

Actually, with the recent "whatever" generation, I've given up on the
entire "proper language" issue. Mrs. Malaprop must have been VERY
fertile. Though I admit I still get a bit exercised over the gaffes on
TV; it seems they go out of their way to hire illiterates, especially
for writing the crawl along the lower portion of the screen.

John Lowry
Flight Physics

"C J Campbell" > wrote in message
...
>
> "John T Lowry" > wrote in message
> ink.net...
>> IRregardless? Yes, I know it's (lately) in the dictionary, but so are
>> a
>> lot of barbarisms.
>>
>
> You ain't gettin the point of this thread, are ya?
>
> Anyway, the dictionary is no authority on grammar. It is more like a
> newspaper; it reports common usage, but rarely passes judgment on what
> is
> proper.
>
>

John T Lowry wrote:
<snip>
> Though I admit I still get a bit exercised over the gaffes on
> TV; it seems they go out of their way to hire illiterates, especially

> for writing the crawl along the lower portion of the screen.
>

Our local newscasters are the worst. You can tell as soon as they
depart from the script on the teleprompter to make insightful comments
on the story. They just start stringing a bunch of words together and
in their quest to sound knowledgable (and to fill 10 seconds), they
often end up saying the opposite of what they intended to say.

The sad part is that no one seems to be the least bit embarrassed
about such performances.

John Galban=====>N4BQ (PA28-180)

On Tue, 25 Jan 2005 11:51:01 -0800, "gatt" >
wrote:

>
>
>When we were doing touch and goes during a complex checkout yesterday we had
>an incident right after touchdown because of a blue heron in our immediate
>path. The CFI said "to your detriment you already had the flaps at one
>notch...", which confused me.
>
>Later, he pulled the power on me approaching the pattern. During the
>debrief he said "You see what happened? You forgot to do your third GUMPs
>check but to your detriment you remembered to do it on final." To my
>detriment I remembered to do one last GUMP check? I think he meant to my
>CREDIT. (Unless there's some reason you wouldn't want a notch of flaps in
>an Arrow II during short-field TnGs or wouldn't want to do the last "three
>green, prop forward" before touchdown.) I might have gone home thinking he
>was telling me it's incorrect to have a notch of flaps had it not been for
>his later mistake.
>
>My instrument instructor used to like to say, in reference to the DE, "one
>of his pet peeves is to..." "One of his pet peeves is pattern B." If his
>pet peeve is Pattern B, why are we spending so much time on it? "His pet
>peeve is to keep you in a holding pattern." Apparently, she believes that
>"pet peeve" means "things he likes to do." Entirely excusable, but another
>example of language inaccuracy which might be potentially counterproductive.
>
>It's important not to confuse your students. Using correct terminology and
>language is important to that end. Please remain vigilante. ;>
>
>-c
>

Welkome to Americuh in the twenty-fihrst centry.

I work on computers. I have this problem every damn day. When I hear
other techs ask me to bring things down to their level, I cringe.
Would a heart surgeon ask a PA to simplify his explanation of blood
pressure's importance during a valve replacement? No.

There is a major bout of anti-intellectualism going on right now
that's the cause of the destruction of English.

-Proton, who got a D in English....

"What-chu readin' for?"

On 26 Jan 2005 07:41:28 -0800, wrote:

>Wish I could explain my self more clearly.

I wish I hadn't gotten that D in English..... =(

" wrote:
>
> The sad part is that no one seems to be the least bit embarrassed
> about such performances.

That doesn't mean that they aren't embarrassed. Back when I played coffeehouses
and bars, I learned to give no signs when I missed a chord. If I didn't grimace,
most of the people in the audience never knew I screwed up -- especially when I
played bars ;-)

George Patterson
He who marries for money earns every penny of it.

I think there is a bit of fear that when you explain something to people and
they sit there not having a clue as to what you are saying they loose their
credibility.
Therefore they must take you down a peg in order to equalize the exchange.
I have issue with people that say can't understand me _after_ I dumb it
down. Like I have some problem that I can't communicate to my fellow human
beings.

For instance, budget meeting to be had with the C.F.O to the President of
our Parent company.
He says to me, "tell me why we need this equipment _IN ENGLISH_ Okay?"
So I tell him , this database will allow us to track all of the material we
produce and attach any corresponding legal or accounting documents to it.
This way we can find a product and all the costs and billing information in
one search"

He says "I said in English"
The phone ring and he says into the phone "No I said the eltap and the IBIDA
aren't right. Look at the Delta."

I'm thinking "that was English?"
The difference is, and I toot my own horn here, is that I was genuinely
intrigued to know what the hell he was talking about. He , on the other
hand, needed spoon feeding.

The epilogue was that his "soundbites only" description of my budget items
got me 90% less money than I had asked for.

--

--
Dave A
Aging Student Pilot



"Proton" > wrote in message
...
> On Tue, 25 Jan 2005 11:51:01 -0800, "gatt" >
> wrote:
>
>>
>>
>>When we were doing touch and goes during a complex checkout yesterday we
>>had
>>an incident right after touchdown because of a blue heron in our immediate
>>path. The CFI said "to your detriment you already had the flaps at one
>>notch...", which confused me.
>>
>>Later, he pulled the power on me approaching the pattern. During the
>>debrief he said "You see what happened? You forgot to do your third GUMPs
>>check but to your detriment you remembered to do it on final." To my
>>detriment I remembered to do one last GUMP check? I think he meant to my
>>CREDIT. (Unless there's some reason you wouldn't want a notch of flaps in
>>an Arrow II during short-field TnGs or wouldn't want to do the last "three
>>green, prop forward" before touchdown.) I might have gone home thinking
>>he
>>was telling me it's incorrect to have a notch of flaps had it not been for
>>his later mistake.
>>
>>My instrument instructor used to like to say, in reference to the DE,
>>"one
>>of his pet peeves is to..." "One of his pet peeves is pattern B." If
>>his
>>pet peeve is Pattern B, why are we spending so much time on it? "His pet
>>peeve is to keep you in a holding pattern." Apparently, she believes that
>>"pet peeve" means "things he likes to do." Entirely excusable, but
>>another
>>example of language inaccuracy which might be potentially
>>counterproductive.
>>
>>It's important not to confuse your students. Using correct terminology
>>and
>>language is important to that end. Please remain vigilante. ;>
>>
>>-c
>>
>
> Welkome to Americuh in the twenty-fihrst centry.
>
> I work on computers. I have this problem every damn day. When I hear
> other techs ask me to bring things down to their level, I cringe.
> Would a heart surgeon ask a PA to simplify his explanation of blood
> pressure's importance during a valve replacement? No.
>
> There is a major bout of anti-intellectualism going on right now
> that's the cause of the destruction of English.
>
> -Proton, who got a D in English....
>
> "What-chu readin' for?"
>

"George Patterson" > wrote in message
...
>
>
> " wrote:
>>
>> The sad part is that no one seems to be the least bit embarrassed
>> about such performances.
>
> That doesn't mean that they aren't embarrassed. Back when I played
> coffeehouses
> and bars, I learned to give no signs when I missed a chord. If I didn't
> grimace,
> most of the people in the audience never knew I screwed up -- especially
> when I
> played bars ;-)
>
George:
BTDT totally agree!!!!!!!!!

Bob Barker N8749S

Like, what are youse guys like, tawking about? Like, the skool
system izn't like, doing its job, like? Like i dont know how to spel,
like. Duh. Dontcha know that any old spelling is ok? Like, who makes
these dumb rules anyway? What a looser.
Near our uncontrolled field there's a lot of training traffic, and
many of the instructors make position reports on the common ATF and ask
that "any conflictions please reply." New word, I guess. The students
pick it up. Pretty soon it'll be in the dictionary.

Dan

On Fri, 28 Jan 2005 14:17:18 GMT, "Dave A." > wrote:

>The epilogue was that his "soundbites only" description of my budget items
>got me 90% less money than I had asked for.

I think things like that are why people don't complain when they get
old and at least can draw social security (maybe) and retire.

My wife, Janet, graduated with her Masters in English this past Spring and
was immediately hired to teach College Composition by a local two-year
college. She's always wanted to be teacher and was very excited. She was
teaching first year students, many of whom had just graduated from High
School, and others who were non-traditional adult learners. When she was
grading her students' papers, she was appalled at how poorly written the
majority of them were. She showed me some of them (with the student's
names covered to preserve their privacy). I could not believe how bad the
grammar, structure, punctuation and so forth were in some of the papers.
There was no way they were college-level. Many weren't even junior-high
school level. There was also strong correlation between attendance,
turning in the assignments, and the quality of the work. The poorest
writers also had the most absences and were frequently either late with or
didn't turn in assignments.
Janet had only three "A" students out of four classes, a few "B"s,
many"C"s , quite a few "D"s, and sixteen "F"s. As I said, I saw many
examples of these students' writing, and I do not think Janet was grading
too harshly at all. Janet stressed over, and over, and over again that if
any students needed help, she was more that happy to meet with them in her
office after class. A couple of them took her up on this, and their
grades improved markedly. Janet spent many hours on her own time tutoring
these students that asked for help.
Then an interesting thing happened... About mid-way through the semester
the students were given a teacher evaluation form to fill out. The
teachers are not allowed to see what the students write. Toward the end
of the semester, the assistant department chair told Janet her contract
would not be renewed because her student eval scores were too low.
So Janet had to find another job, and is feeling very frustrated. She
feels the only way she could have kept her job was to have passed
substandard work, and she was just not willing to do that.
The problem cannot be placed solely on the teachers, but rather on a
society (including parents) that does not uphold standards. My wife's
office roommate also worked as a high school teacher and they shared many
stories of administrators pressuring teachers not to teach, but only to
make sure students passed the national tests. Especially because of the No
Child Left Behind Act, these schools are "graded" solely on perfomance on
standardized tests. The ideals of the act were admirable, but the
implementation has been terrible. The students learn how to take tests,
but not the skills necessary to perform in the real world, like my wife's
English students. All of her students had to pass either a placement test
or lower level courses as prerequisites to her course.
Another misconception I hear frequently is how overpaid teachers and
college professors are. Janet, with her Masters Degree would have made
$20,000 a year less than I, a tech school graduate, make as an electrician
working on firetrucks at Pierce Manufacturing. And what people also fail
to see is all the hours teachers spend grading papers and planning lessons
on their own time, in addition to the after class hours tutoring they do.
Janet easily was putting in 60 hours a week.
Scott Wilson
Appleton, Wisconsin

On the nose, Scott!

Either Janet's school did not have a faculty association (i.e. teacher
union) or Janet did not avail herself of the services of that association.
The matter never would have come down like this.

Jim
VP, S. C. Faculty Association


> wrote in message ...
> Then an interesting thing happened... About mid-way through the semester
> the students were given a teacher evaluation form to fill out. The
> teachers are not allowed to see what the students write. Toward the end
> of the semester, the assistant department chair told Janet her contract
> would not be renewed because her student eval scores were too low.

Perhaps I don't understand your statement? I'm in the older generation,
draw the max social security, and antsy to continue working. I do not
countenance sloppy work, or sloppy writing. In many cases its just
being lazy and I won't stand for that either. Makes me real unpopular
with some who think I'm just an old a$$hole with an uptight attitude.
THAT is the problem with too many these days in my opinion. I
continually ask what ever happened to the good old solid work ethic.
Why is it we see so many foreigners coming to the USA and excelling in
school? And many of them can't even speak English! In keeping with the
aviation theme may I add....when I taught pilots for All Nippon Airways
and Japan Airlines, they were insatiable in their search for more
information on the aircraft, techniques, regulations, and all the while
learning to speak English. If they did less than 98 on the writtens
they were ready to commit sepuku!
My own kids disappoint me when I ask what I think are simple questions
about the world today and they don't have a clue where, what, or why
unless its in their own personal area of interest. Seems like society
in general is just accepting this dumbing down of America. I refuse to
without squawking like hell and making my feelings known. Won't accept
any less than high standards of the pilots I choose to fly with either
anymore than I expect them to expect less than excellence from me.
So THERE!!! Hrrruuuummmmpppphhhhh
Ol Shy & Bashful

Dave A. wrote:

> I think there is a bit of fear that when you explain something to
> people and they sit there not having a clue as to what you are
> saying they loose their credibility.

In this of all threads, please tell us that you understand the
difference between "loose" and "lose". "Loosing one's credibility"
means unleashing it, which I think is the opposite of what you mean to
say!

Jim Rosinski

> wrote in message
oups.com...

> THAT is the problem with too many these days in my opinion. I
> continually ask what ever happened to the good old solid work ethic.
> Why is it we see so many foreigners coming to the USA and
> excelling in school? And many of them can't even speak English!

Recently I came upon an assignment I was marking, where the
student wrote, "Third world countries have less luxuries". I
commented on that sentence to another class, and only my ESL
student knew what was wrong with the sentence. What's worse,
one of my colleagues, and English teacher, didn't notice anything
wrong with it either (!)

> So THERE!!! Hrrruuuummmmpppphhhhh

"You can say that two times!" (Short Circuit)

--
Jeff Shirton jshirton at cogeco dot
ca
<><><><><><><><><><><><><><><><><><><><><><><>
Keep thy airspeed up, less the earth come from below
and smite thee. - William Kershner
Challenge me (Theophilus) for a game of chess at Chessworld.net!

wrote:

> I do not
> countenance sloppy work, or sloppy writing. In many cases its just
> being lazy and I won't stand for that either. Makes me real unpopular

Normally I wouldn't point out an error this minor, but considering the
nature of the topic and the fact that the same error occurs at least
twice in your post I thought it worthwhile. The contraction of "it is"
to "it's" requires an apostrophe. The string "its" indicates
posession, which from context above is not what you mean.
:
Jim Rosinski

Either English construction is different in Canada or your sentence below
could use some smithing. I don't know what an "and English teacher" is.

Jim


"Jeff Shirton" > wrote in message
...

What's worse,
> one of my colleagues, and English teacher, didn't notice anything
> wrong with it either.

"RST Engineering" > wrote in message
...

> Either English construction is different in Canada or your sentence below
> could use some smithing. I don't know what an "and English teacher" is.

Do you even know what a "typo" is?

In contrast, perhaps you could explain "smithing", as the topic of
discussion has nothing to do with metal-working.

Have a nice day... <g>

> Jim

--
Jeff Shirton jshirton at cogeco dot
ca
<><><><><><><><><><><><><><><><><><><><><><><>
Keep thy airspeed up, less the earth come from below
and smite thee. - William Kershner
Challenge me (Theophilus) for a game of chess at Chessworld.net!

Jeff Shirton wrote:
> "RST Engineering" > wrote in message
> ...
>
> > Either English construction is different in Canada or your sentence
> > below could use some smithing. I don't know what an "and English
> > teacher" is.
>
> Do you even know what a "typo" is?
>
> In contrast, perhaps you could explain "smithing", as the topic of
> discussion has nothing to do with metal-working.

>From Webster's Ninth New Collegiate Dictionary:

smith: 2: MAKER -- often used in combination <gunsmith> <tunesmith>

They even have an entry under "wordsmith", so I think Jim's use was
justified and understandable.

Honestly though, I was hesitant to jump into this thread at all because
of exactly the possibility you mention above--chastising someone for
bad grammar when it was really just a typo.
:
Jim Rosinski

On 30 Jan 2005 13:57:34 -0800, "jim rosinski" >
wrote:

wrote:
>
>> I do not
>> countenance sloppy work, or sloppy writing. In many cases its just
>> being lazy and I won't stand for that either. Makes me real unpopular
>
>Normally I wouldn't point out an error this minor, but considering the
>nature of the topic and the fact that the same error occurs at least
>twice in your post I thought it worthwhile. The contraction of "it is"
>to "it's" requires an apostrophe. The string "its" indicates
>posession, which from context above is not what you mean.
>:
>Jim Rosinski

I hesitate to point out a flaw for fear of falling victim to this
myself - but - in the above, you have managed to mangle the word
"possession".

Better luck next time.

Klein

Klein wrote:

> I hesitate to point out a flaw for fear of falling victim to this
> myself - but - in the above, you have managed to mangle the word
> "possession".

Guilty as charged. But I think misspellings that don't confuse the
reader are less serious than grammar errors that do, like the "lose"
vs. "loose" thing, or "its" vs. "it's" where actual meaning is changed.

> Better luck next time.
:
Is that level of snideness really appropriate here?

Jim Rosinski

in article , Jeff Shirton at
wrote on 1/30/05 2:33 PM:

> "RST Engineering" > wrote in message
> ...
>
>> Either English construction is different in Canada or your sentence below
>> could use some smithing. I don't know what an "and English teacher" is.
>
> Do you even know what a "typo" is?
>
> In contrast, perhaps you could explain "smithing", as the topic of
> discussion has nothing to do with metal-working.
>
> Have a nice day... <g>

Speaking of typos, did you know that the quote from William Kershner in your
sig contains one?

(Sorry, I just had to join in this fun little game of pointing out other
people's errors.)

Aw SHADDAP!! : )



--
Dave A
Aging Student Pilot

"jim rosinski" > wrote in message
oups.com...
> Dave A. wrote:
>
>> I think there is a bit of fear that when you explain something to
>> people and they sit there not having a clue as to what you are
>> saying they loose their credibility.
>
> In this of all threads, please tell us that you understand the
> difference between "loose" and "lose". "Loosing one's credibility"
> means unleashing it, which I think is the opposite of what you mean to
> say!
>
> Jim Rosinski
>

>
>> Either English construction is different in Canada or your sentence below
>> could use some smithing. I don't know what an "and English teacher" is.
>
> Do you even know what a "typo" is?

Of course I do. Even teaching electronics technology, my students get a
point lopped off for each grammar or spelling error. I do it day in and day
out and have done so for 25 years. Considering that the original post had
to do with students being penalized for sloppy work, I thought it quite
appropriate.

>
> In contrast, perhaps you could explain "smithing", as the topic of
> discussion has nothing to do with metal-working.

As others have pointed out, "smithing" has no direct connection to metal
working. It is a generic term used to denote a skill in a particular area,
in this case, grammarsmithing, a subset of wordsmithing.

>
> Have a nice day... <g>

I always do. You too. By the way, the quote below is "... LEST the earth
come from below... ."

{;-)

Jim

>
> <><><><><><><><><><><><><><><><><><><><><><><>
> Keep thy airspeed up, less the earth come from below
> and smite thee. - William Kershner
> Challenge me (Theophilus) for a game of chess at Chessworld.net!
>

Janet says none of the Wisconsin colleges she is aware of have any such
union or Faculty Association. Thanks for the thoughts. Myself, I was
absolutely appalled that they'd terminate her like that, with no counseling
, remedial training, discussion or anything.
Tying this back into our aviation group here, this situation has
definitely put a delay on our ultimate goal of buying our own airplane.
We were getting into the advanced contemplation stages...
Scott Wilson

On 30 Jan 2005 13:19:49 -0800, wrote:

> I
>continually ask what ever happened to the good old solid work ethic.

I asked that too, but I'm only 31. I think the work ethic went away
for me when employers started walking all over me... It's a brutal
world out there these days. Job security is non existant in my
industry.

I'm amazed (*) that a strong union state like Wisconsin doesn't have faculty
unions. Even here in goofy California, almost every public school from the
universities to the grade schools are members of AFT, NEA, or other national
organizations.


(*) Mrs. Noah Webster came home unexpectedly one day and found Mr. Webster
in the downstairs pantry with the downstairs maid. She said, "Mr. Webster,
I'm surprised." Noah said, "No, my dear, you were amazed. WE were
surprised."


Jim



> wrote in message ...
> Janet says none of the Wisconsin colleges she is aware of have any such
> union or Faculty Association.