Errors

I'm thinking what questions I have through the semester so far. Hmm... questions.... Sometimes I'm even confused even at the fact whether I do have a question or not. Honestly, it's just all grey area in my head at times, and I don't even know if I really know this subject. Thinking back with the brain half burnt out, all I could recall now is the topic that we had pretty recently.
It was about the error, the discussion led by Jake. I vaguely remember we were talking about the errors that freshmen made, to what extent we can overlook those, so and so forth.
I know we've been hearing that we should be nice and not too mean to freshmen when grading, but I've slightly disagreed with that. As Jake said, they are in college now, not in high school any more. So, it's imperative that they be required to show some degree of professional mindset and formality in writing as long as they are IN the college. Okay, then let's just accept the fact that we should help them not to be terrified by bitter, harsh, and painful comments so they won't run away from the chance they get better. Then, when are we going to do that? When are we starting to give them unpleasant-to-hear real help? Isn't it true the proverb urging us that spare the rod, spoil the child? Once you want your child to eat with the silverwares, you should teach how to use it from the very first time. If you overlook the first time when they grab food with their hands, they would think it is okay to have it without silverwares because they know their moms will be happy anyway with only the fact that they can eat by themselves. But, the fact is that we expect them to behave in more sophisticated manner as they grow up, and this is why we need discipline at the first moment. The earlier they learn and we explain why, the sooner they become aware of the importance.

Yes, it's THEORY,THEORY, THEORY!

I've never thought about theory until I came to the graduate school. No, actually I have, but let's put it this way; I did not perceive theory as the way it should be understood. This truly shows how much I gave it reflection in my life. Very little. Almost nothing. At the same time, it's funny that I didn't consider theory as an option or choice that I can take, which nevertheless is the very essense of it. Even when I took Japanese linguistic theory, it didn't occur to me that it is a "theory," let alone I knew what I could do with it. The reason why I start with this stupid and embarrassing part of me is that I think I found what I have to do with "theory."

It sounds condescending and arrogant, but actually what I found is a very small fact. Maybe everyone else already knew it and gave up on it already, but to me, this comforting little fact explains everything. That is, theory is just theory. It might seem too ominous and depressing, but I found it very relieving in a way that it takes off all the concern and discomfort that I have about theory.

But when you think of the purpose of theory, it's not supposed to be this hard. It should not be this negative and disquieting. Theory gives you more ideas, options, and choices, and you get to have lots to say. So, I'm here in the middle of a classroom wondering whether I will ride on the comfort saying "theory is theory" or switch over to the messenger of "expressivism," "social constructivism," and "multiculturalsim."

I don't think I can come to a decision right away. I might not be able to do that until at the end of the semester or maybe, not quite happily, even at the moment that I would be on the podium. But maybe I overlooked its uncertainty over the possibility of change, whatever it is concerned. Apparently, there is a small window of opportunity, and all it asks you to do is try. But why are we hesitating? What are we waiting for? And why are we ignoring the chances?