Volume 3, Issue 4
August 2008

In this issue:

• These...those...which to pose?

• Oh, no! Another paper?!

• Did you know? The first novel on a typewriter

• Changing the Subject

• Ask TSW!

• Spotlight on...Dorothy Cohler

• Writing classes starting soon

• Congratulations - again!

Let us take care of your words.

THESE...THOSE...WHICH TO POSE?
It can be confusing to know what context to use the terms these and those correctly. These and those are the plural versions of the words this and that. While this and that are used to describe one thing, these and those describe more than one thing.

These refers to more than one item that are near us:
These are my pencils next to me.

Those refers to more than one item that are far from us:
Those are his books over there.

The rule of thumb for remembering which one to use is to think about the item in terms of quantity and proximity. More than one item and near you uses the word these; more than one item and far from you uses the word those. These terms can also be used to describe people, situations, and experiences.

Example: These girls belong to the library club.
(Refers to the girls who are in the room with you and near you)

Example: Those children have been playing outside all day.
(Refers to the kids that are outside and far from you)

A good tip to remember is that those has the letter “o.” That “o” can stand for “over there” and is a good way to remember when to use the word.

Source: http://www.englisch-hilfen.de/en/grammar/this_that.htm

OH, NO! ANOTHER PAPER?!
writing

Attending college this fall? Nervous about all the papers you will have to write? Have no fear! Here are some tips to help make the writing process less painful:

Create an outline to work from. List ideas, thoughts, and details in either a formal or an informal outline. Most papers include:
1. Introduction: introduce your topic and describe the objective of your paper.
2. Body: The longest part of your paper, the body is an opportunity for you to write about your topic, argument, and/ or ideas.
3. Conclusion: Summarize your paper and drive home your point(s).
Cite your sources. This is especially important, especially to protect yourself. You don’t want to take credit for someone else’s work and be accused of plagiarism. Doing so could be considered grounds for failure or even expulsion. Also, find out whether your teacher prefers APA-style or MLA-style citation.
Don't try to proofread or edit your paper as you work on the first draft. Save the proofreading for later. Focus on getting all your ideas on paper. When you are ready for the second draft, go through it and revise your words. Several versions of your paper will be written before it is finalized.
Use spell-check and grammar-check, but don't rely on them completely. While spell-check and grammar-check are great tools, they do not always catch everything, nor are they always accurate.
Get someone else to review your paper for anything you’ve missed. Enlist the help of professionals like those at T.S. Writing Services. We can’t write your paper for you, but we can help ensure that your paper is submitted without any glaring errors jumping off the pages.

For more tips, check http://education.yahoo.com/college/essentials/articles/college/researchpaper.html.

DID YOU KNOW? THE FIRST NOVEL ON A TYPEWRITER

The first novel that was ever written on a typewriter was The Adventures of Tom Sawyer by Mark Twain, in 1876.

Editor’s Note: If you ever drive through Hannibal, Mo., where Mark Twain lived for many years, be sure to check out the Mark Twain Museum. With captioned films, fully accessible exhibits and knowledgeable museum volunteers, the museum takes you back to a time where you can easily visualize Mark Twain sitting and watching the Mississippi River roar by.

Source: http://www.libraryspot.com/know/typewrittennovel.htm
Photo credit: www.twainquotes.com/ Typewriters.html

CHANGING THE SUBJECT
How much time have you spent searching for an e-mail, just because it didn’t have a good subject line?

If you’re like many people, you might get 50 to 100 e-mail messages– or even hundreds – a day. The more e-mails messages you receive, the more important subject headings become for finding a specific message. Worse yet – your e-mail to others could be overlooked because you didn’t include a clear subject heading, or because your subject line was left blank.

The solution? Make your e-mail subject heading eye-catching, easy to find and easy to understand. For instance, instead of writing “Your report” in the subject line, write “Your report due Aug. 20th.” Some other examples:

Original: You’re invited!
Revised: Come to a Retirement Party for Otto Smith on Aug. 9th!

Original: Mission statement
Revised: Feedback needed today for new mission statement

Original: Paychecks
Revised: Status of missing paychecks

With detailed subject headings, you'll have an easier time finding e-mail messages!

Sources: http://www.lifespy.com/2006/e-mail-etiquette-writing-an-effective-subject-line/ and http://jerz.setonhill.edu/writing/e-text/e-mail.htm#subject

ASK TSW!
The Questions You've Always Been Too Embarrassed to Ask
A reader from Tuscaloosa, Ala., asks:

I work in a predominantly hearing office. I am frustrated by communication challenges at work, such as people forgetting that I cannot hear them, or their discomfort at writing back and forth with me. I have already provided deaf awareness training and I’ve already met with my supervisor. Nothing has changed. I’d like to send an e-mail to the team. How do I do this?

This is a common frustration, unfortunately. Since you have already provided training and met with your supervisor, sending an e-mail may be a good step to take. The most important thing to remember is to always stay positive in your tone, regardless of how frustrated or angry you may be at the moment.

You want to take what is known as a “sandwich” approach. Begin with a positive comment, then address the challenges, then wrap up the e-mail with a positive comment again. Here’s one possible way to write the e-mail to either your supervisor and/or the team:

Good morning.

I wanted to first thank all of you for working so well with me. It has been a pleasure learning from each of you.

I would like to continue our great teamwork by discussing strategies for communicating with me. I realize that at times, it may be easy to forget that I am deaf, especially when in the midst of a meeting or quickly discussing tasks. For me, it is valuable being involved in even what may seem like minor side conversations. Here are some ways to communicate with me:

Writing back and forth may be time-consuming for all of us, but it is by far the best way of communicating with me if an interpreter is not available. One great benefit of this is that the notes from our conversations can become project notes.
When speaking to me, please be sure to face me, and speak normally without exaggerated lip movements. Even so, speechreading may not always be accurate. The best speechreader only catches about 30-40% of what is said; the rest is guesswork. For lengthy conversations, it may be better to get an interpreter, write back and forth or use e-mail or instant messaging.

Once again, I appreciate working with such great colleagues, and I look forward to upcoming projects.

Sincerely,
Jane Doe

The important thing is to keep your e-mail concise but clear, without an angry tone.

Have a question about American Sign Language or English that you're too embarrassed to ask? Send your question to us at news@tswriting.com. We'll try to answer your question in an upcoming issue. All questions will be kept anonymous.

SPOTLIGHT ON…DOROTHY COHLER
Each month, TSW profiles one of its clients. This month, we talk to Dorothy Cohler, a long-time teacher and community volunteer.

There are not as many people dedicated to New York City’s “47” The American Sign Language and English Lower School as Dorothy Cohler is. As an alumnus and a teacher who worked there for 28 years, she knows the school’s history inside out, and can rattle off prominent dates and people as easily as saying her own name. “The school runs in my blood,” she laughs.

After graduating from the school – known as J.H.S. 47 back then – Cohler went on to earn a bachelor’s degree in art history from Gallaudet University in 1971, and then a master’s degree in deaf education from New York University. In 1978, she returned to “47” to teach. It wasn’t long before she went back to school to obtain another masters degree, this time in supervision, from Pace University in NYC. During her tenure at “47,” she taught various subjects, including English, reading, math, science, social studies, and Deaf studies.

Cohler retired from teaching in 2006, but continues to be active as secretary of the “47” alumni organization. The school has experienced several name changes, and currently houses two programs: “47” The American Sign Language and English Lower School, serving grades K-8, and “47” and The American Sign Language and English Secondary School, serving grades 9-12. Deaf, hard of hearing, children of deaf adults (CODA), and hearing students are eligible to attend the school.

The school has seen its share of controversies. In 1991, the New York Board of Education tried to divide the school, even closing it. Cohler, along with the president and alumni of “47,” was instrumental in preventing the school’s permanent closure through meetings, lobbying and rallies. A recent challenge is the city’s refusal to provide buses for students from different areas.

“Without the buses, parents are unable to take their children to the school,” Cohler explains. “This causes these students to be mainstreamed into local schools, preventing full access to education in their languages of ASL and English." There are currently 40-50 students on the waiting list to attend “47” The American Sign Language and English Lower School.

Cohler co-chaired the school’s 100th anniversary celebration in June, a major event that brought 500 attendees. She worked closely with T.S. Writing Services for event correspondence and written materials. She also has T.S. Writing Services edit other documents she prepares, because, as she states, “It's important to write well and to convey the message correctly. As a professor once said, it's important to have someone look at your writings to make sure your words make the right impression.”

Cohler, who has ten grandnieces and grandnephews, also serves as president of the New York Deaf Theatre board. Additionally, she was a volunteer museum guide at the Metropolitan Museum of Art for 25 years, until 2004. Among Cohler’s current projects is a book on the history of “47” and a book on renowned 16th century Deaf Spanish artist Juan Fernandez de Navarrete.

Even as busy as Cohler is, she remains steadfast and true to “47.” “I want to make sure the school remains a place where deaf and hard of hearing students can attend and keep it going. It’s a place where Deaf parents have equal communication access. I hope to see the school serve deaf and hard of hearing students forever, and to provide those students with the best education where teachers, both Deaf and hearing, sign in American Sign Language. The school gave me many things, and I want to see future generations get the same things I did.”

WRITING CLASSES STARTING SOON
Words at Work: Written Communications on the Job, an online course, is now accepting registrations for the fall semester at Gallaudet University. Taught by Trudy Suggs, this course is open to anyone interested in strengthening written communications on the job. All lectures are presented in American Sign Language, with English captions.

Another popular course, Successful Grant Writing: From Ideas to Proposals, is also available online this fall. Covering the key steps to a successful grant proposal, all lectures are presented in American Sign Language with English captions.

Register soon; classes fill up quickly! For more information, visit http://cpso.gallaudet.edu.

Would you like to have writing workshops presented in American Sign Language in your area? Contact info@tswriting.com for more details.

CONGRATULATIONS - AGAIN!
Congratulations to Trudy Suggs for receiving her second award this year! She received the National Association of the Deaf Chief Executive Officer's Award, presented at the National Association of the Deaf (NAD) conference in New Orleans last July. This award recognizes individuals who have gone above and beyond in working closely with the NAD CEO to make a difference on behalf of the American deaf community.

ABOUT TSW
T.S. Writing Services, LLC, is a Deaf-owned company that provides writing, editing, design, and translation services for American Sign Language and English users. For more information, visit www.tswriting.com.

If you have suggestions or questions about this e-newsletter, e-mail the editor at news@tswriting.com.