spring-of-drowned-flag

[spring-of-drowned-flag]

Thank you to everyone who got me to 500 likes!

[spring-of-drowned-flag]

if you ever tell me that you go to a chiro this is what i envision them doing to you

[spring-of-drowned-flag]

(I need to prove something to a friend)

[spring-of-drowned-flag]

Ranma and Akane in a nutshell

this is so fuckin funny

[spring-of-drowned-flag]

are you frequently overstimulated?

[spring-of-drowned-flag]

Now that more people know who squirrel girl is, I think nows a good time to share one of my favorite comic panels

[spring-of-drowned-flag]

[spring-of-drowned-flag]

[Text Caption ID:

[“i have to kill him”

[“idk how to hit on him so he has to die”]

[spring-of-drowned-flag]

happy 110th to the christmas truce!

:3

And looking at all these kinsmen so arrayed, Arjuna, the son of Kunti,

Was overcome by deep compassion; and in despair he said: Krishna, when I see these my own people eager to fight, on the brink,

My limbs grow heavy, and my mouth is parched, my body trembles and my hair bristles,

My bow, Gandiva, falls from my hand, my skin’s on fire, I can no longer stand—my mind is reeling,

I see evil omens, Krishna: nothing good can come from slaughtering one’s own family in battle—I foresee it!

I have no desire for victory, Krishna, or kingship, or pleasures. What should we do with kingship, Govinda? What are pleasures to us? What is life?

The men for whose sake we desire kingship, enjoyment, and pleasures are precisely those drawn up for this battle, having abandoned their lives and riches.

Teachers, fathers, sons, as well as grandfathers, maternal uncles, fathers-in-law, grandsons, brothers-in-law, and kinsmen—

I have no desire to kill them, Madhusudana, though they are killers themselves—no, not for the lordship of the three worlds, let alone the earth!

Where is the joy for us, Janardana, in destroying Dhritarashtra's people? Having killed these murderers, evil would attach itself to us.

It follows, therefore, that we are not required to kill the sons of Dhritarashtra—they are our own kinsmen, and having killed our own people, how could we be happy, Madhava?

And even if, because their minds are overwhelmed by greed, they cannot see the evil incurred by destroying one’s own family, and the degradation involved in the betrayal of a friend,

How can we be so ignorant as not to recoil from this wrong?

~the bhagavad gita 1:27-39, johnson trans

[spring-of-drowned-flag]

[spring-of-drowned-flag]

I've been thinking about this show so much so hello tumblr, may i intrest you in the silly

also few teat doodle on how they'll look in my style below

[spring-of-drowned-flag]

The only time a man gets a say regarding someone’s abortion is when it’s his body being pregnant.

The only time a woman gets a say regarding someone’s abortion is when it’s her body being pregnant.

If you are not the pregnant one, you don’t get a say in someone’s abortion unless the pregnant person asks your opinion.

[spring-of-drowned-flag]

Recently I learned that Ranma 1/2 DOES have Martial Arts Tea Ceremony, but that doesn’t mean Sakyo couldn’t have precatcoced it!

Maybe the tutelage WAS how he became a tea ceremony expert!

”Martial Arts Tea Ceremony!”

THE ULTIMATE CROSSOVER?! /j

[spring-of-drowned-flag]

Writing Notes: Children's Dialogue

Language is extremely complex, yet children already know most of the grammar of their native language(s) before they are 5 years old.

BABBLING

Babbling begins at about 6 months and is considered the earliest stage of language acquisition

By 1 year babbles are composed only of the phonemes used in the language(s) they hear

Deaf babies babble with their hands like hearing babies babble using sounds

FIRST WORDS

After the age of one, children figure out that sounds are related to meanings and start to produce their first words

Usually children go through a holophrastic stage, where their one-word utterances may convey more meaning

Example: "Up" is used to indicate something in the sky or to mean “pick me up”

Most common first words (among the first 10 words uttered in many languages): “mommy,” “daddy,” “woof woof,” “no,” “bye,” “hi,” “yes,” “vroom,” “ball” and “banana”

WORD MEANINGS

When learning words, children often overextend a word’s meaning

Example: Using the word dog to refer to any furry, four-legged animal (overextensions tend to be based on shape, size, or texture, but never color)

They may also underextend a word’s meaning

Example: Using the word dog to refer only to the family pet, as if dog were a proper noun

The Whole Object Principle: When a child learns a new word, (s)he is likely to interpret the word to refer to a whole object rather than one of its parts

SYNTAX

At about two years of age, children start to put words together to form two-word utterances

The intonation contour extends over the two words as a unit, and the two-word utterances can convey a range of meanings:

Example: "mommy sock" = subject + object or possessive

NOTE: Chronological age is NOT a good measure of linguistic development due to individual differences, so instead linguists use the child’s mean length of utterance (MLU) to measure development

The telegraphic stage describes a phase when children tend to omit function morphemes such as articles, subject pronouns, auxiliaries, and verbal inflection

Examples: "He play little tune" or "Andrew want that"

Between 2;6 and 3;6 a language explosion occurs and children undergo rapid development

By the age of 3, most children consistently use function morphemes and can produce complex syntactic structures:

Examples: "He was stuck and I got him out" / "It’s too early for us to eat"

After 3;6 children can produce wh-questions, and relative pronouns

Sometime after 4;0 children have acquired most of the adult syntactic competence

PRAGMATICS

Deixis: Children often have problems with the shifting reference of pronouns

Children may refer to themselves as "you"

Problems with the context-dependent nature of deictic words: Children often assume the hearer knows who s/he is talking about

AUXILIARIES

In the telegraphic stage, children often omit auxiliaries from their speech but can form questions (with rising intonation) and negative sentences

Examples: "I ride train?" / "I not like this book"

As children acquire auxiliaries in questions and negative sentences, they generally use them correctly

SIGNED LANGUAGES

Deaf babies acquire sign language in the same way that hearing babies acquire spoken language: babbling, holophrastic stage, telegraphic stage

When deaf babies are not exposed to sign language, they will create their own signs, complete with systematic rules

IMITATION, REINFORCEMENT, ANALOGY

Children do imitate the speech heard around them to a certain extent, but language acquisition goes beyond imitation

Children produce utterances that they never hear from adults around them, such as "holded" or "tooths"

Children cannot imitate adults fully while acquiring grammar

Example:

Adult: "Where can I put them?" Child: "Where I can put them?"

Children who develop the ability to speak later in their childhood can understand the language spoken around them even if they cannot imitate it

NOTE: Children May Resist Correction

Example: Cazden (1972) (observation attributed to Jean Berko Gleason) – My teacher holded the baby rabbits and we patted them. – Did you say your teacher held the baby rabbits? – Yes. – What did you say she did? – She holded the baby rabbits and we patted them. – Did you say she held them tightly? – No, she holded them loosely.

Another theory asserts that children hear a sentence and then use it as a model to form other sentences by analogy

But while analogy may work in some situations, certainly not in all situations:

– I painted a red barn. – I painted a barn red. – I saw a red barn. – I saw a barn red.

Children never make mistakes of this kind based on analogy which shows that they understand structure dependency at a very young age

BIRTH ORDER

Children’s birth order may affect their speech.

Firstborns often speak earlier than later-born children, most likely because they get more one-on-one attention from parents.

They favor different words than their siblings. 

Whereas firstborns gabble on about animals and favorite colors, the rest of the pack cut to the chase with “brother,” “sister,” “hate” and such treats as “candy,” “popsicles” and “donuts.” 

The social dynamics of siblings, it would appear, prime their vocabularies for a reality different than the firstborns’ idyllic world of sheep, owls, the green of the earth and the blue of the sky.

MOTHER'S LEVEL OF EDUCATION

Children may adopt vocabulary quite differently depending on their mother’s level of education.

In American English, among the words disproportionately favored by the children of mothers who have not completed secondary education are: “so,” “walker,” “gum,” “candy,” “each,” “could,” “wish,” “but,” “penny” and “be” (ordered starting with the highest frequency).

The words favored by the children of mothers in the “college and above” category are: “sheep,” “giraffe,” “cockadoodledoo,” “quack quack,” the babysitter’s name, “gentle,” “owl,” “zebra,” “play dough” and “mittens.” 

BOYS / GIRLS

One area of remarkable consistency across language groups is the degree to which the language of children is gendered.

The words more likely to be used by American girls than by boys are: “dress,” “vagina,” “tights,” “doll,” “necklace,” “pretty,” “underpants,” “purse,” “girl” and “sweater.”

Whereas those favored by boys are “penis,” “vroom,” “tractor,” “truck,” “hammer,” “bat,” “dump,” “firetruck,” “police” and “motorcycle.”

Tips for Writing Children's Dialogue (compiled from various sources cited below):

Milestones - The dialogue you write should be consistent with the child's developmental milestones for their age. Of course, other factors should be considered such as if the child has any speech or intellectual difficulties. Also note that developmental milestones are not set in stone and each child is unique in their own way.

Too "Cutesy" - If your child characters are going to be cute, they must be cute naturally through the force of their personality, not because the entire purpose of their existence is to be adorable.

Too Wise - It’s true kids have the benefit of seeing some situations a little more objectively than adults. But when they start calmly and unwittingly spouting all the answers, the results often seem more clichéd and convenient than impressive or ironic.

Unintelligent - Don’t confuse a child’s lack of experience with lack of intelligence. 

Baby Talk - Don’t make a habit of letting them misuse words. Children are more intelligent than most people think.

Unique Individuals - Adults often tend to lump all children into a single category: cute, small, loud, and occasionally annoying. Look beyond the stereotype.

Personal Goals - The single ingredient that transforms someone from a static character to a dynamic character is a goal. It can be easy to forget kids also have goals. Kids are arguably even more defined by their goals than are adults. Kids want something every waking minute. Their entire existence is wrapped up in wanting something and figuring out how to get it.

Don't Forget your Character IS a Child - Most of the pitfalls in how to write child characters have to do with making them too simplistic and childish. But don’t fall into the opposite trap either: don’t create child characters who are essentially adults in little bodies.

Your Personal Observation - To write dialogue that truly sounds like it could come from a child, start by being an attentive listener. Spend time around children and observe how they interact with their peers and adults. You can also study other pieces of media that show/write about children's behaviour (e.g., documentaries, films, TV shows, even other written works like novels and scripts).

Context - The context in which children speak is crucial to creating realistic dialogue. Consider their environment, who they're speaking to, and what's happening around them. Dialogue can change drastically depending on whether a child is talking to a friend, a parent, or a teacher. Additionally, children's language can be influenced by their cultural background, family dynamics, and personal experiences. Make sure the context informs the dialogue, lending credibility to your characters' voices.

Sources and other related articles: 1 2 3 4 5 6 7 8 9 10

Writing Notes: On Children ⚜ Childhood Bilingualism More: Writing Notes & References

[spring-of-drowned-flag]

250 posts!

[spring-of-drowned-flag]

Dealing With Executive Dysfunction - A Masterpost

The “getting it done in an unconventional way” method.

The “it’s not cheating to do it the easy way” method.

The “fuck what you’re supposed to do” method.

The “get stuff done while you wait” method.

The “you don’t have to do everything at once” method.

The “it doesn’t have to be permanent to be helpful” method.

The “break the task into smaller steps” method.

The “treat yourself like a pet” method.

The “it doesn’t have to be all or nothing” method.

The “put on a persona” method.

The “act like you’re filming a tutorial” method.

The “you don’t have to do it perfectly” method.

The “wait for a trigger” method.

The “do it for your future self” method.

The “might as well” method.

The “when self discipline doesn’t cut it” method.

The “taking care of yourself to take care of your pet” method.

The “make it easy” method.

The “junebugging” method.

The “just show up” method.

The “accept when you need help” method.

The “make it into a game” method.

The “everything worth doing is worth doing poorly” method.

The “trick yourself” method.

The “break it into even smaller steps” method.

The “let go of should” method.

The “your body is an animal you have to take care of” method.

The “fork theory” method.

The “effectivity over aesthetics” method.

[spring-of-drowned-flag]