Curiosa assessing a student's second of the ESO, which tells me a companion. A teacher's question of why a poem by Gerardo Diego, who had just read in class, was a literary text, the student replied: "Because words are tuneadas ."
Saturday, November 27, 2010
Thursday, November 25, 2010
Mario Kart Wii Cart Or Bikes?
Poetic language Another Valente time

again, and always Valente. Have recently seen the light two works of mine on the master: a comprehensive review, written long ago, on his complete works, published in Insula in the October issue, and a study on the trace of the sacred in his work ( in the Journal of Literature , CSIC).
As always a good excuse to read the teacher, left here this poem, the last closed (or open) the entire poem, published in his posthumous book Fragments of a future book :
As always a good excuse to read the teacher, left here this poem, the last closed (or open) the entire poem, published in his posthumous book Fragments of a future book :
______________ Anonymous: version _______________
Ridge Summit. _______________
The Nightingale and you
_______________ ye are the same.
Ridge Summit. _______________
The Nightingale and you
_______________ ye are the same.
Sunday, November 21, 2010
Black Tie On Blue Shirt Ok
Cruelty Language Teacher
An anecdote that perhaps no surprise to colleagues: a student scolds me, outraged, because in Language and Literature course, I insist that students be properly expressed in the reviews (and not only in these), intolerable cruelty that makes me worthy (I guess) of all kinds of curses and punishments.
perhaps not so surprising that an adolescent is considered a luxury, not a necessity, the act of acquiring adequate command of their own language. What is really worrying is that many adults shared that contempt. A society that reads and writes more and worse is a society that thinks worse, probably less and less democratic society. And no little blame for this is that ideology the full communication diffuse, who under the guise of a total transparency hides the distortions and power play inherent in the linguistic exchange. Meanwhile, we insist that students learn what the predicative complement or pragmatic properties of the text, as if the acquisition of these grammatical knowledge alone would guarantee a good command of language. Or maybe that really is little interest to form citizens who are both readers (and is possible today, in a society that calls itself the information society, full citizenship without being a reader?).
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