1. "Desire in Shakespeare is often a kind of obsession, a well-nigh monomaniacal fixation on another which tends to paralyse the self to a rigid posture. In this sense, it has something of the density and inertia of the body itself. But it also has the waywardness and promiscuity of language, sliding indifferently from one love-object to another, diffuse and self-divided in its workings. Desire plunges you into the body’s depths and roots you to the spot, but it tends to shuttle you on soon enough to some other spot where you feel just as rooted. There is something anarchic about sexual desire which is to be feared, and the fear is less moral than political: in exposing the provisional nature of any particular commitment, Eros offers a potent threat to social order."

    Terry Eagleton, William Shakespeare (via heteroglossia)

    Desire, ctd.

    (via zemblacascadia)

  2. veryone to me all the time

  3. talking on the phone is too much info like all these extra words and tics with no context man no nonverbal cues i need it and then texting is like too little info and you reply and then you just have to wait for more info

    people are either half or they’re double

  4. "Literature was about the world, readers were in the world; the question was not whether to be but how to be, and this was best answered by carefully analyzing languages symbolic enactments of the various existential possibilities available to human beings."
    EDWARD W SAID
    Excerpt from Opponents, Audiences, Constituencies  (via pomoflo)
  5. We didn’t in the light; we didn’t in darkness. We didn’t in the fresh-cut summer grass or in the mounds of autumn leaves or on the snow where moonlight threw down our shadows. We didn’t in your room on the canopy bed you slept in, the bed you’d slept in as a child, or in the backseat of my father’s rusted Rambler, which smelled of the chubs and kielbasa he delivered on weekends from my uncle Vincent’s meat market. We didn’t in your mother’s Buick Eight, where a rosary twined the rearview mirror like a beaded, black snake with silver, cruciform fangs.

    — Stuart Dybek, “We Didn’t”

  6. "The confusions which occupy us arise when language is like an engine idling, not when it is doing its work."
    Ludwig Wittgenstein (via leakygrammar)
  7. "Was your telegram intended to convey a command or merely a message? I mean, should it be written “Love Virginia!”—an imperative,—or “Love. Virginia.”? Whichever way you read it, it was very nice and unexpected, and if a command it has been obeyed."
    Vita Sackville-West in a letter to Virginia Woolf, 6 January 1928 (via courcel)
  8. "In Florida, 97 percent of teachers were deemed effective or highly effective in the most recent evaluations. In Tennessee, 98 percent of teachers were judged to be “at expectations.” In Michigan, 98 percent of teachers were rated effective or better. Advocates of education reform concede that such rosy numbers, after many millions of dollars developing the new systems and thousands of hours of training, are worrisome. “It is too soon to say that we’re where we started and it’s all been for nothing,” said Sandi Jacobs, vice president of the National Council on Teacher Quality, a research and policy organization. “But there are some alarm bells going off."

    Curious Grade for Teachers - Nearly All Pass - NYTimes.com (via infoneer-pulse)

    I’m not against teacher evaluation. Here’s the thing. I mean, I won’t even say ‘we.’ I’ll speak for myself. I know I can be an awesome teacher on any given day. Out of a 40 day term, though? I might be living up to my potential a third of the time. I just don’t have the stamina.

    A kick ass lesson takes forever to plan. Also, it takes several repetitions to get it right. Maybe you teach it three or four times because you have the same class several periods a day. Maybe you teach several different classes and have to prepare even more lessons. Either way, the turn around for reflection and improvement is either too fast or too slow. You have five minutes between periods, while also welcoming students and making sure they move seamlessly from movement and jest to learning, or else you have a whole year before you can try the lesson again.

    Teacher evaluations, therefore, need to take into consideration not how well a teacher will do when I know I’m observed. It needs to figure out how well we do everyday. I’m not saying I need to be monitored everyday. But we have to figure out how to tell exactly how well I’m helping kids.

    The other part to this is the difference between effective and highly effective. As far as I’m concerned, most teachers are awesome. I have no doubt that most of us can pull off “effective” on most days. I need to strive to be highly effective, though, and I think that’s what the public wants from us. It’s a tall order, and sometimes I feel like we’re asked to be better than is humanly possible, but we should strive for that. So don’t kill us for being ineffective when you really mean we’re not meeting impossible standards and then don’t pat us on the back for being effective when everyone wants us to be highly effective.

  9. "I do not know of any other writer who has done as much with language as Mr. Burgess has done here—the fact that this is also a very funny book may pass unnoticed."
    William S. Burroughs, blurb for Anthony Burgess’ A Clockwork Orange, back cover

About me

Pursue understanding. Deconstruct systems in order to taste building blocks. Happiness waits else/everywhere. And the heart(h). Do spheres not pull at each other?
Moby-Dick, Forward

Read the Printed Word!
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