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Linguica

You people write at a fifth grade level

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orion said:

Ling, see what you've done? Actually it's ok, he only posts about once a month anyway =]

Wait for it :P

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You'll need that month to figure out what my posts mean anyway :) Pleonasm is the wave of the future! Mark my words, this will not be just some fugacious phase!

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oh yeah, well why don't you put your money where your mouth is? I'm waiting for your post =]

/me amuses himself with a colourfull bouncy ball (otherwise known as bbg's testical)

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TheHighestTree said:

P.S. Ling: Find a good post by Appleboyisgay and I'll give you a cookie.

There's a whole page in the neighborhood Post Hell devoted to him and his 4,000 aliases.

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w00t, I'm at 6th grade level... was always my favourite pre-high school grade, so I guess that's alright :P

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Enjay 5.5

Hmmm, I'm a bit disappointed I'm not LOWER actually.

If it's READABILTIY you are interested in, as far as I am concerned, the lower the better on this scale. Short sentences using words with few syllables mean more people can read and understand what you are trying to say. If you have a high score on a scale like this, it could mean you are writing at a level that (fairly arbitrarily) indicates a higher level of education or skill. It also, means, however, that your audience needs a higher level of education or skill to read and understand what you have said. So what you have written is LESS readable. Of course it could just mean you are writing Hahahahahaha...

If the scale was being reported as readability, then higher would be better (higher = more readable). Because it has been reported as an equivalent stage/year at school, then lower is more readable.

In my experience, people try to write using long words and sentences to make themselves sound more important and as if they know what they are talking about. Literary one-upmanship if you like. Unfortunately they loose half the audience in the process.

Keep it simple people.

Ha Ha Ha Ha Ha Ha Ha Ha Ha Ha Ha Ha Ha Ha Ha Ha Ha Ha Ha Ha Ha Ha Ha

Is much better for all sorts of reasons.

I spend a great deal of my time at work going through things I have written and LOWERING the reading age required for a document. (Or raising the readability rating if you prefer.) We got a lot of this stuff at teacher training college.

Mind you, I don’t know how old a 5th grade student is (different system in Scotland). If it is equivalent to the Scottish primary 5, then it means about 10 years old. I guess that is a bit young, even for here. ;-)

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You have to remember, when posting, that it is to be read by people who's first language may not be English, there are French, Germans, Poles, even Scottish members. To ignore their difficulty comprehending a long winded, meandering post, is nothing short of arrogance.
There is a book called "The deliberate dumbing down of America", which explains a lot.
Coexistence on this tightly knit earth should be viewed as an existence not only without wars...but also without the government telling us how to live, what to say, what to think, what to know, and what not to know. Aleksandr Solzhenitsyn, from a speech given September 11, 1973.

Two things become clear :

1) If a child can read, write and compute at a reasonably proficient level, he will be able to do just about anything he wishes, enabling him to control his destiny to the extent that God allows (remain free).

2) Providing such basic educational proficiencies is not and should not be an expensive proposition.

Since most Americans believe the second premise-that providing basic educational proficiencies is not and should not be an expensive proposition-it becomes obvious that it is only a radical agenda, the purpose of which is to change values and attitudes (brainwash), that is the costly agenda. In other words, brainwashing by schools and universities is what is bankrupting the nation and the children's minds.

In 1997 there were 46.4 million public school students in America. During 1993-1994 (the latest years the statistics were available) the average per pupil expenditure was $6,330.00 in 1996 constant dollars. Multiply the number of students by the per pupil expenditure (using old-fashioned mathematical procedures) for a total K-12 budget per year of $293.7 billion dollars. If one adds the cost of higher education to this figure, one arrives at a total budget per year of over half a trillion dollars. The sorry result of such an incredibly large expenditure-the performance of American students-is discussed on page 12 of Pursuing Excellence-A Study of U.S. Twelfth Grade Mathematics and Science Achievement in International Context: Initial Findings from the Third International Mathematics and Science Study [TIMMS], a report from the U.S. Department of Education (NCES 98-049). Pursuing Excellence reads:

Achievement of Students, Key Points: U. S. twelfth graders scored below the international average and among the lowest of the 21 TIMSS nations in both mathematics and science general knowledge in the final year of secondary school. (p. 24)

Obviously, something is terribly wrong when a $6,330 per pupil expenditure produces such pathetic results. Some private schools charge $1,000-per-year in tuition which enjoy superior academic results. Parents of home-schooled children spend a maximum of $1,000-per-year and usually have similar excellent results.

There are many talented and respected researchers and activists who have carefully documented the "weird" activities which have taken place "in the name of education." Any opposition to change agent activities in local schools has invariably been met with cries of "Prove your case, document your statements," etc. "Resisters"-usually parents-have been called every name in the book. Parents have been told for over thirty years, "You're the only parent who has ever complained." The media has been convinced to join in the attack upon common sense views, effectively discrediting the perspective of well-informed citizens. Documentation, when presented, has been ignored and called incomplete. The classic response by the education establishment has been, "You're taking that out of context!"-even when presented with an entire book which uses their own words to detail exactly what the "resisters" are claiming to be true.

The desire by "resisters" to prove their case has been so strong that they have continued to amass-over a thirty- to fifty-year period-what must surely amount to tons of materials containing irrefutable proof, in the education change agents' own words, of deliberate, malicious intent to achieve behavioral changes in students/parents/society which have nothing to do with commonly understood educational objectives. Upon delivery of such proof, "resisters" are consistently met with the "shoot the messenger" stonewalling response by teachers, school boards, superintendents, state and local officials, as well as the supposedly objective institutions of academia and the press.
There were thousands of Americans who may not have died or been shot at in overseas wars, but were shot at in small-town 'wars' at school board meetings, at state legislative hearings on education, and, most importantly, in the media. Whatever intellectual and spiritual freedoms to which you may still lay claim were fought for-are a result of-the courageous work of incredible people who dared to tell the truth against all odds.

If the government schools are allowed to teach children K-12 using Pavlovian/Skinnerian animal training methods-which provide tangible rewards only for correct answers-there can be no freedom.

Why? People 'trained'-not educated-by such educational techniques will be fearful of taking principled, sometimes controversial, stands when called for because these people will have been programmed to speak up only if a positive reward or response is forthcoming. The price of freedom has often been paid with pain and loneliness.

Public education has become a warm, fuzzy, soft, mushy, touchy-feely experience, where its purpose has become socialization, not learning.

America's transition from a sovereign constitutional republic to a socialist democracy would not come about through warfare (bullets and tanks) but through the implementation and installation of the "system" in all areas of government-federal, state and local. The brainwashing for acceptance of the "system's" control would take place in the school-through indoctrination and the use of behavior modification, which comes under so many labels, the most recent labels being Outcome-Based Education, Skinnerian Mastery Learning or Direct Instruction. "Critical thinking," which regardless of the label-and there are bound to be many more labels on the horizon-is nothing but pure, unadulterated destruction of absolute values of right and wrong upon which stable and free societies depend and upon which the nation was founded.

A training program for teachers developed by Professor Ronald Havelock of the University of Michigan and funded by the United States Office of Education taught teachers and administrators how to "sneak in" controversial methods of teaching and "innovative" programs. These controversial, "innovative" programs included health education, sex education, drug and alcohol education, death education, critical thinking education, etc. It's interesting that the controversial school programs are the only ones that have the word "education" attached to them! I don't recall-until recently-"math ed.," "reading ed.," "history ed.," or "science ed." A good rule of thumb for teachers, parents and school board members interested in academics and traditional values is to question any subject that has the word "education" attached to it.



Orchestrated Consensus

* Hegelian Dialectic (common ground, consensus and compromise) * Gradualism (two steps forward; one step backward) * Semantic deception (redefining terms to get agreement without understanding).

The Hegelian Dialectic4 is a process formulated by the German philosopher Fredrich Hegel (1770-1831) and used by Karl Marx's in codifying revolutionary Communism as dialectical materialism. This process can be illustrated as:

Synthesis (consensus)

Thesis Antithesis

The "Thesis" represents either an established practice or point of view which is pitted against the "Antithesis"-usually a crisis of opposition fabricated or created by change agents-causing the "Thesis" to compromise itself, incorporating some part of the "Antithesis" to produce the "Synthesis"-sometimes called consensus. This is the primary tool in the bag of tricks used by change agents who are trained to direct this process all over the country; A good example of this concept was voiced by T.H. Bell when he was Secretary of Education: "[We] need to create a crisis to get consensus in order to bring about change." Under T.H. Bell's direction that the Department of Education implemented the changes "suggested" by A Nation at Risk-the alarm that was sounded in the early 1980's to announce the "crisis" in education.

If citizens on this planet can be brainwashed or robotized, using dumbed-down Pavlovian/Skinnerian education, to accept what those in control want, there will be no more wars. If there are no rights or wrongs, there will be no one wanting to "right" a "wrong." Robots have no conscience. The only permissible conscience will be the United Nations or a global conscience. Whether an action is good or bad will be decided by a "Global Government's Global Conscience," as recommended by Dr. Brock Chisholm, Executive Secretary of the World Health Organization, Interim Commission, in 1947-and later in 1996 by current United States Secretary of State Madeline Albright.
The tragedy is that many Americans have died in wars to protect the freedoms being taken away. The death of intellect and freedom is not waged by a foreign enemy but by the silent enemy in the ivory towers, in your own government, and in tax-exempt foundations.

The use of taxpayers' hard-earned money to fund Havelock's "Change Agent Manual" was only one out of hundreds of expensive U.S. Department of Education grants each year going everywhere, even overseas, to further the cause of internationalist "dumbing down" education (behavior modification) so necessary for the present introduction of global work force training.
The real purposes of American education: * to use the schools to change America from a free, individual nation to a socialist, global "state," just one of many socialist states which will be subservient to the United Nations Charter, not the United States Constitution; * to brainwash the children, starting at birth, to reject individualism in favor of collectivism; * to reject high academic standards in favor of OBE/ISO 1400/90006 egalitarianism; * to reject truth and absolutes in favor of tolerance, situational ethics and consensus; * to reject American values in favour of internationalist values (globalism); * to reject freedom to choose one's career in favour of the totalitarian K-12 school-to-work/OBE process, aptly named "limited learning for lifelong labor,"7 coordinated through United Nations Educational Scientific and Cultural Organization.

Only when all children in public, private and home schools are robotized-and believe as one-will World Government be acceptable to citizens and able to be implemented without firing a shot. The attractive-sounding "choice" proposals will enable the globalist elite to achieve their goal: the robotization (brainwashing) of all Americans in order to gain their acceptance of lifelong education and workforce training-part of the world management system to achieve a new global feudalism.

The socialist/fascist global workforce training agenda is being implemented . The report to the European Commission entitled "Transatlantic Co-operation in International Education: Projects of the Handswerkskammer Koblenz with Partners in the United States and in the European Union" by Karl-Jurgen Wilbert and Bernard Eckgold (May 1997) says in part:

In June, 1994, with the support of the Handswerkskamer Koblenz, an American-German vocational education conference took place...at the University of Texas at Austin. The vocational education researchers and economic specialists...were in agreement that an economic and employment policy is necessary where a systematic vocational training is as equally important as an academic education, as a "career pathway."...The first practical steps along these lines, which are also significant from the point of view of the educational policy, were made with the vocational training of American apprentices in skilled craft companies, in the area of the Koblenz chamber.

Under section "e) Scientific Assistance for the Projects," one reads:

The international projects ought to be scientifically assisted and analyzed both for the feedback to the transatlantic dialogue on educa- tional policy, and also for the assessment and qualitative improvement of the cross-border vocational education projects. As a result it should be made possible on the German side to set up a connection to other projects of German-American cooperation in vocational training; e.g., of the federal institute for vocational training for the project in the U.S. state of Maine. On the USA side an interlinking with other initiatives for vocational training-for example, through the Center for the Study of Human Resources at the University of Texas, Austin-would be desirable.

This particular document discusses the history of apprenticeships-especially the role of medieval guilds-and attempts to make a case for nations which heretofore have cherished liberal economic ideas-i.e., individual economic freedom-to return to a system of cooperative economic solutions (the guild system used in the Middle Ages which accepted very young children from farms and cities and trained them in "necessary" skills). Another word for this is "serfdom." Had the elected officials at the federal, state, and local levels read this document, they could never have voted in favour of socialist/fascist legislation implementing workforce training to meet the needs of the global economy. Unless, of course, they happen to support such a totalitarian economic system.

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GooberMan said:

w00t, I'm at 6th grade level... was always my favourite pre-high school grade, so I guess that's alright :P

8th grade was the best dammit.

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HAHAHAHAHAHAHAHA! I got 3.5!

If they had a thing like this for intelligence, the guy who invented this would get a big fat zero...I mean seriously I think I write better than a 3rd grader...

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Hey Fod, that's an awesome article. Did you Google that or actually author it?

I have this preconcieved notion (doesn't everything written on the Interweb fall under that?) that the whole idea of it came into play in the Industrial Revolution, plotted, schemed, and later put into action.

Most college graduates I know are quite intelligent but in such narrow, focused ways, and when you talk politics with them you only hear the same damn things over and over. Like a bumper sticker.

It's almost impossible to get one of the fuckers to think laterally, like the Albatross Soup story.

Common sense around this country has been fucking plummeting.

And sure, we're all stupid happy corporate citizens, but aside from being modern day slaves there's the most important part of it that they don't care about, we're fucking idiots.

Three fourths of all black kids in this country are born out of wedlock. Some 'report' said that half of all 4th graders can't fucking read.

It's going to get worse before it gets better. I need a vasectomy.

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Heh, some people on here type about like this:
hey my name is <insert newbie's name here> an i W0nderinng-wil ther be a a new DoOMM 3.?
It's plain foolish that people 15, 16, 17, 18, 19, 20, or better years old type this way.

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Interesting article fod. I'm not sure how it relates to the topic at hand though. Does the article equate clear writing with the "dumbing down" conspiracy or does it argue the opposite?

To ignore their difficulty comprehending a long winded, meandering post, is nothing short of arrogance.

I found the article you quoted to be long winded, meandering and quite poorly written overall. Where was the author "quoting" from the conspiracy manifesto and where was he presenting his own ideas exposing it? The line seemed blurred to me. His arguments were too intermingled with the points he was arguing. The language used was practically identical as well. I often was about two thirds through a paragraph before I realized, ah-ha! He's no longer presenting an element of the conspiracy, he's sticking it to the bastards.

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I like how the biggest idiots are at the top. Ludifer? sys0p? dark santaclaus? Pfffft.

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I like how the biggest idiots are at the top.


Number of words = 10
Syllables/word 1.3
grade level = 3.65

You're lowering your average. You better shut up.

;)

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stphrz said:

You're lowering your average. You better shut up.

Sieestlamie Gemütlich Preisentwicklung Mitgleidsbeitrag Spurensichering!

There, howzat?

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stphrz said:

Interesting article fod. I'm not sure how it relates to the topic at hand though. Does the article equate clear writing with the "dumbing down" conspiracy or does it argue the opposite?I

She wrote a book, about it Charlotte Thomson Iserbyt, former Senior Policy Advisor in the U.S. Department of Education, blew the whistle in the `80s on government activities withheld from the publicThat's where I got the article from

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stphrz said:

Number of words = 10
Syllables/word 1.3
grade level = 3.65

You're lowering your average. You better shut up.

says the man with not even one syllable in his name =]

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I'm not surprised - English isn't my L1 after all.

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Woo! I got a 2! ^_^ Considering that I only post about once a month (more or less :^), I'm happy to be listed at all. ^_^ :)

Now, back to hiding under a rock. :)

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Test-0 said:

Woo! I got a 2! ^_^ Considering that I only post about once a month (more or less :^), I'm happy to be listed at all. ^_^ :)

Now, back to hiding under a rock. :)


Well good god, what do all those goddamn smilies do to your grade level?

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Cool, it lists fodders 4.7 and fodder 3.7, which makes me 8.4 :) Which not only proves my English is above normal, but my math ain't bad neither :)

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I have no idea. :) I always use them, even when there's no reason what so ever for them. :D Sometimes I just use smilies for punctuation instead. ;) =D ^_^;

I have yet to remember a post I have made that didn't have one of them floating around. :) I'm just a happy person. =) Although chances are if I smile like this too much, it'll get stuck this way. :D

I can see it now... in the future my posts will be nothing more then 'Kill me' followed by ':)'. :D ^_^

Ahem... In actualality, I learned how to use smilies a long time ago, and now use them whenever I can. It's a way of showing emotion without writing a book on how to describe it. It's also a way for people to see the seriousness of the post, as well as any other inflictions that can't be picked up because of the internets lack of emotional medium. That, and I like them. ^_^

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yeah, but it just seems like you randomly put them between the sentences as if they're there for no reason.

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