On Sun, 11 Jun 2000, Robert Hailman wrote: > Patrick Dunn wrote: > > > > Woof! A language in ten minutes. > > > > As a teacher, I'd say throw up the assignment and I can give you clearer > > advice. AFter all, if your teacher wants a *complete* description fo the > > project (unlikely, I'd guess, since he/she allowed you to do a language > > knowing that he/she would only provide ten minutes for the presentation) > > I'd advise different things than if your teacher wants a synopsis. > > > To clarify, this is for my "Independent Enrichment Study", where we are > allowed to do whatever we want provided we have something to show for it > at the end of the year. Part of our mark is for a presentation (three > marks out of thirty-five), and the project is worth a quarter of the > year in my Gifted Interdisciplinary Studies course. The rest of the > marks, for my project specifically, are based on a detailed outline of > the language, more a grammar reference guide than a textbook; and from > that, a few marks for the consistency and completeness of the grammar. > Some marks to prove that the languages works, I'm going to provide some > written examples and an explanation of them with my grammar outline. > Also some marks for some criteria that are only known by the creator of > the Independent Enrichment Study program, who is no longer at the > school. Most teachers give very high marks for these, because the > critera are unknown. The presentation is more to tell the other students > what I've been doing for the project rather than tell the teacher, > because he knows. The criteria are a mystery? Oy vey. I'm glad I teach college. None of *my* grading criteria are 33 degree masonic secrets. > I was thinking of doing something like that. I'm going to explain what a > conlang is, why I did one, and then provide examples of the language and > how it works. I'm also going to talk to my German teacher, and ask her > how she'd present German to monolingual English speakers in 10 minutes. Good plan! If you have any musical talent, you might do a song in your language, too. You could also make a little phrasebook to hand out, like those Berlitz things. Just some ideas. (I wish I'd had such a cool assignment in school!) > I might run into trouble with the velar fricatives, because some people > in the class won't know how to make them, but other than that I'm aware > that 10 minutes isn't enough to describe a language that's taken since > February to make. Tell them to make a /k/ sound, then drop their tongue very slowly until the air hisses out. > I'm not sure he understands the full scope of the project, but I know > he's learned other languages in the past, so he should have some > appreciation for how much is involved in a language. I'm surprised he thought it was even possible. :) I remember being told as a child that no one could ever invent an entire language. Of course, having had a problem with authority my whole life, I immediately tried! And failed, but that didn't stop me. --------------------------------------------------------------------- Living your life is a task so difficult, it has never been attempted before.