51 Matching Annotations
  1. Sep 2016
    1. regional, national, and global

      Comma pattern - x,y, and z

    2. relations, students

      dc, ic

    3. relations, students

      dc, ic

    4. practices, both

      ic, dc

    5. issues, Welch

      dc, ic

    6. be, union

      v, s

    7. are, or


    8. s teach-ers, social workers, healthcare providers, engineers, service workers, and technician

      x, y, and z

    9. Pains), since


    10. part, Welch

      Intro Element

    11. Era," Nancy

      DC, IC

    12. example, in

      Intro Element

    13. issues, including

      ic, dc

    14. In fact, it

      Intro, IC

    15. changes, or


    16. habit, not

      IC, FANBOY

    17. lace, crisis, and discourse

      X, Y, and Z

    18. Instead, I

      This is an intro, IC

    19. care, impact, memory, and decidability

      These are all x, y, and z commas.

    20. have attempted to implement this kind of rhetorical approach in my own classroom, although the project is ongoing and far from perfect.
    21. However, we can imagine a dif-ferent kind of investment and care that is habituated in the work of inquiry, not in the work of feeling.
    22. Such a task is not possible, nor is it desirable.
    23. This is not to say that I imagine some way in which feeling is removed from the site of pedagogy or public rhetoric. Such a task is not possible, nor is it desirable.
    24. engagement, and while

      IC, fanboy IC

    25. As white students, they felt disconnected from the historical details contained in the archives.


    26. Students assured me that they were inter-ested and passionate about other subjects that could also be studied in the ar-chives: campus architecture, other student organizations, or even important historical figures who contributed to campus life.

      X,Y, and Z

    27. However, the conclusions themselves were troubling in the ways they reflected my peda-gogy.

      Intro Element: however

    28. xperiences, learns, understands, and invents

      x,y, and z

    29. The papers them-selves were well-written, creative, and visually masterful.

      X,Y, and Z

    30. Others, meanwhile, were visibly disappointed

      S, , V

    31. home, depending

      IC, IC

    32. During the next class, I once again announced that this focus would be our group's only task

      DC, IC

    33. theorist, Benjamin

      DC, IC

    34. , for


    35. , or


    36. However,

      Into element and transition

    37. This means that I must plan the classes at least a few days in advance, giving the administra-tive assistant time to copy the handout for me.

      IC, DC

    38. In my case

      Into element and transition

    39. Latour suggests that nonhuman actants can redistribute competencies, generate the potential for certain narrative frames, and even shift their own delegation of necessary action

      x, y, and z

    40. s,

      Introductory phrase. IC

    41. , and, consequently,

      IC, fanboys, interrupting phrase thing, DC

    42. ,

      Introductory phrase, IC

    43. , then,

      I don't exactly know what to call this comma pattern. Maybe it's an interrupting phrase? s,, v?

    44. ,

      IC, DC.

    45. ,

      DC, IC.

    46. , "

      DC, IC.

    47. In this case,

      Intro element

    48. Of course, none of us wanted

      Intro element, IC.

    49. Furthermore, each of us is situated

      Intro element, IC.