[stylist] New THOUGHT PROVOKER #151- The Braille Princess
James H. "Jim" Canaday M.A. N6YR
n6yr at sunflower.com
Tue Nov 17 16:53:31 UTC 2009
btw Donna,
brail with one l also is verb for the act of pulling up a sail
quickly up onto a mast or arm on a sailing ship and tieing it
up. implies very quick process.
jc
Jim Canaday M.A.
Lawrence, KS
At 10:05 AM 11/17/2009, you wrote:
>The convention with regard to the capitalization of Braille is
>apparently a matter of choice, according to several references in
>the online dictionaries. I went through a thing about this a while
>back when I realized that Word 2003 spell check didn't like me
>capitalizing the verb forms -- Brailled or Brailling. The matter was
>complicated by the fact that there is a verb to brail, brailed,
>brailing which is a nautical term refering either to the small ropes
>on a sail used to pull it or small nets; this word uses only one
>'l.' The French root of the word means 'belt.' In fact, I used this
>incorrect spelling many times in my Braille literacy series before I
>thought to double-check the possibility that there was another word
>meaning something else entirely.
>
>My thinking on this at the moment is to balance respect and
>expedience by capitalizing the noun and adjective, while using lower
>case for the verb. Example: "I read Braille and I braille my "to
>do" lists using a Braille writer.
>Donna
>
>Read my articles on American Chronicle:
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>
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>
>David Andrews wrote:
>>When I worked at the NFB, 1990-95, we did use an uppercase B with
>>Braille. Dr. Jernigan felt it should be that way because of its
>>importance to blind persons.
>>
>>A couple years ago, BANA, the Braille Authority of North America
>>decided that the B was not always right. I don't know the exact
>>rule -- but that is what I know.
>>
>>Dave
>>
>>At 09:28 AM 11/16/2009, you wrote:
>>>As I recall, NFB promotes the capitalization of the word Braille
>>>in all situations. It is capped as a noun, verb and adjective.
>>>----- Original Message ----- From: "James H. "Jim" Canaday M.A.
>>>N6YR" <n6yr at sunflower.com>
>>>To: "Writer's Division Mailing List" <stylist at nfbnet.org>
>>>Sent: Monday, November 16, 2009 2:08 AM
>>>Subject: Re: [stylist] New THOUGHT PROVOKER #151- The Braille Princess
>>>
>>>
>>>>Pat et al,
>>>>you have said some that connects with something I've been
>>>>thinking about. it was started by a question at a chapter meeting.
>>>>
>>>>should we capitolize the word braille when it doesn't refer to
>>>>Louis Braille but instead refers to his creation?
>>>>we don't capitolize ink, pen, typewriter, paper, or maybe Crayon
>>>>gets capitolized because its a brand name. bandage doesn't get
>>>>capitolized but Bandaid certainly does as a brand name.
>>>>
>>>>if we only capitolize Braille when it refers to Louis Braille, as
>>>>in the 2009 Braille memorial silver dollar, for example, that is
>>>>of course right.
>>>>but if as in this conversation we're talking about the braille
>>>>princess (operhaps capitolized as a title of a work), but the tag
>>>>on her chair would be in braille, lower case/uncapitolized. the
>>>>class should learn braille, uncapitolized. just as we say the
>>>>class is learning reading and writing, neither reading nor
>>>>writing are capitolized.
>>>>
>>>>this may seem like a small thing, but fits with the question of
>>>>whether we want to be unique and highlight our
>>>>uniqueness. whether braille is something foreign, special,
>>>>isolated, separate, or just like ink, reading, writing.
>>>>
>>>>my answer: only capitolize when referring to Mr. Braille the french dude.
>>>>
>>>>jc
>>>>Jim Canaday M.A.
>>>>Lawrence, KS
>>>>
>>>>At 11:09 PM 11/15/2009, you wrote:
>>>>>The fact that Braille is reading and writing can never, ever be
>>>>>overlooked by touchy pictures, wild straw drawings, noodle art
>>>>>or colorful paint globs. BRAILLE IS READING. It is not always
>>>>>read by a cute little boy or girl on grade level in public
>>>>>schools who happens to have diligent parents. No matter what,
>>>>>BRAILLE IS READING. At its basic level, it is language.
>>>>>
>>>>>If we believe blindness is a simple characteristic present in an
>>>>>individual the way curly hair is, we must not call too much
>>>>>attention to the touch technique required for finger reading.
>>>>>Demands for reading and writing must resemble those of the
>>>>>demands for students using print. We long to have our blind
>>>>>children included in classes, not set apart because he or she
>>>>>happens to be cute and "sort of" smart. Inclusion must mean
>>>>>inclusion. Braille must be reading and writing!
>>>>>
>>>>>Braille literacy is beautiful without drawings and photographs
>>>>>to appeal to the eye. We can add them for fun, but Braille is
>>>>>at its best plain and basic.
>>>>>
>>>>>
>>>>>(When I deliver speeches or programs to groups, I tell my life
>>>>>story as "Princess-want-to-be" because I always believed my life
>>>>>was supposed to be luxurious and problem-free. Wrong!)
>>>>>----- Original Message ----- From: "Robert Newman" <newmanrl at cox.net>
>>>>>To: "'Writer's Division Mailing List'" <stylist at nfbnet.org>
>>>>>Sent: Sunday, November 15, 2009 10:43 AM
>>>>>Subject: [stylist] New THOUGHT PROVOKER #151- The Braille Princess
>>>>>
>>>>>
>>>>>>Fellow Writers
>>>>>>RE: The Braille Princess
>>>>>>
>>>>>>With this 200th year celebration of Louis Braille's birthday
>>>>>>and our thank
>>>>>>you to him for Braille, I have written a TP centering on the
>>>>>>importance of
>>>>>>literacy and learning to read early, print for the print reader
>>>>>>and Braille
>>>>>>for the Braille reader. If you have not read the PROVOKER, it follows.
>>>>>>Recall that I collect responses and post them upon my web site
>>>>>>for all the
>>>>>>WWW to read and learn from and that URL is- Http://thoughtprovoker.info
>>>>>><http://thoughtprovoker.info/> If you wish to receive THOUGHT PROVOKERS
>>>>>>sent directly to you, just write me and ask, at- newmanrl at cox.net
>>>>>>
>>>>>>THOUGHT PROVOKER 151
>>>>>>The Braille Princess
>>>>>>
>>>>>>"This is our first day of kindergarten." The faces of the small children
>>>>>>grouped around the teacher all looked up with energy filled
>>>>>>expectation. "I
>>>>>>want us to talk about one very, very important skill all
>>>>>>teachers want their
>>>>>>students to learn. It is reading. First, to make sure we understand new
>>>>>>words --- what is a skill?" Teacher and students shared back and forth,
>>>>>>clarifying several key words.
>>>>>>
>>>>>>The teacher asked, "How many of you can read?" Nearly all hands
>>>>>>shot up. "Oh
>>>>>>my, what a smart class." Testing prior to the beginning of
>>>>>>school had shown
>>>>>>the teacher each student's skill level. Nearly all of them
>>>>>>could read, most
>>>>>>only a few words and a very few could actually read beginning children's
>>>>>>books.
>>>>>>
>>>>>>"Why do you think being able to read is important?" Many voices and hands
>>>>>>answered her question.
>>>>>>
>>>>>>Pointing to a small girl bouncing on her knees, hand pumping, the teacher
>>>>>>chose, "Breanna."
>>>>>>
>>>>>>"To read to your mommy and daddy."
>>>>>>
>>>>>>"Good answer. Reading to your parents is an excellent reason. Thank you."
>>>>>>
>>>>>>After taking several more answers the teacher moved into the
>>>>>>next phase of
>>>>>>the day's plan. "It is also important for you children to learn from one
>>>>>>another. Today, I have asked two students to bring one of their favorite
>>>>>>books and read it to the class. And by the end of this school
>>>>>>year, I expect
>>>>>>that you all will have your turn." Indicating the kid-size chair at her
>>>>>>side, "Michael, you are first."
>>>>>>
>>>>>>Seated, the small boy nervously fingered his brightly colored
>>>>>>book, holding
>>>>>>its cover forward to show it to his audience. "My favorite book
>>>>>>is 'Ruffles,
>>>>>>The Big Red Dog." Positioning it on his lap, he began reading.
>>>>>>
>>>>>>"Thank you Michael. And now, Kendra. Please come up to our
>>>>>>reading chair."
>>>>>>Tapping the chair, the teacher watched the small girl with her
>>>>>>arching cane
>>>>>>home in on the sound guide.
>>>>>>
>>>>>>"Students, remember, earlier today, we learned about why Kendra
>>>>>>uses a white
>>>>>>cane when she moves around the school."
>>>>>>
>>>>>>A young voice from the audience said, "She blind."
>>>>>>
>>>>>>"Yes, she is blind." Carrying on, the teacher said, "And so now
>>>>>>we are going
>>>>>>to learn about Braille, which is how Kendra can read."
>>>>>>
>>>>>>The small girl seated, cane at her feet, the teacher asked,
>>>>>>"Kendra, first
>>>>>>please show and tell us the name of your book. Then tell the
>>>>>>class a little
>>>>>>about Braille."
>>>>>>
>>>>>>Composure intact, Kendra answered, "I learned to read when I
>>>>>>was three. You
>>>>>>read print because you can see it. I read Braille, because I am blind and
>>>>>>blind people read Braille with their fingers. Braille is raised
>>>>>>dots. I can
>>>>>>read as good as anybody." She raised the book up for all to see
>>>>>>its cover.
>>>>>>"My favorite book is the 'Princess and the Pea.' My daddy calls me his
>>>>>>Princess."
>>>>>>
>>>>>>"Hey," exclaimed a student! "No picture! No letters!"
>>>>>>
>>>>>>After the stories were read, the teacher again addressed her class. "Miss
>>>>>>Young, my assistant has arranged the chairs in a circle. Each of you have
>>>>>>your own chair, your name is on it. So to find your chair, you
>>>>>>must read the
>>>>>>name-tag." The classroom noise level fell, then swelled; expressions on
>>>>>>faces ranged from blank wonderment, to knowing intelligence. "Reading is
>>>>>>important. I know some of you cannot read yet. However, soon I
>>>>>>expect that
>>>>>>you will. So for help now, ask your neighbor or Miss Young or
>>>>>>me to assist
>>>>>>you." The noisy reading and sorting began.
>>>>>>
>>>>>>"She's sitting in my chair!" The outcry of the small red-haired
>>>>>>boy was all
>>>>>>but lost in the overall noise level.
>>>>>>
>>>>>>"Kendra --- Tommy, we need to check the label," intervened the frazzled
>>>>>>Para. Lightly touching the petite blind girl sitting quietly on
>>>>>>the chair in
>>>>>>question, "Honey, did you feel for the Braille label on the back of the
>>>>>>seat?" Leaning forward to look herself as she spoke.
>>>>>>
>>>>>>"A problem here?" The teacher walked up.
>>>>>>
>>>>>>"Oh my," Miss Young looked at her boss, "the name-tag is missing."
>>>>>>
>>>>>>"Tommy knocked it off and it fell on the seat," said the boy
>>>>>>from the next
>>>>>>chair over.
>>>>>>
>>>>>>"Yes, I'm sitting on my name," said Kendra. "And Tommy, you
>>>>>>need to learn to
>>>>>>read Braille."
>>>>>>
>>>>>>The eyes of the two adults met, both smiled, the teacher said,
>>>>>>"Kendra, we
>>>>>>are going to call you, our Braille Princess."
>>
>>
>>_______________________________________________
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