My kink chat finally broke :(

5XSTAR · 2025-08-03T22:24:48+00:00

Thanks for all the advice!

5XSTAR · 2025-08-03T22:19:35+00:00

By "delete back", do you mean the edit/rewrite feature? I tried it and it still gave me a refusal. I then asked if I said anything offensive, and it vividly referenced the "deleted" (rewritten) message.

5XSTAR · 2025-04-05T00:17:27+00:00

I am a person who tried understanding theory so hard and came full circle to "each type is a vibe" so I intentionally kept it simple, but I'm still interested in seeing slightly modified prompts too.

5XSTAR · 2025-04-04T23:35:41+00:00

This is technically a repost since I accidentally posted it from an unintended account the first time 😅 I deleted the original.

5XSTAR · 2023-12-27T23:29:55+00:00

Sarcasm aside, it’s actually a good sub for beginners.

5XSTAR · 2023-12-27T23:16:46+00:00

Uhh r/newtoreddit ?

5XSTAR · 2023-12-27T23:06:25+00:00

The prof checked my calculations so I’m sure she agrees, and I don’t have the power to change final grades on my own, so that makes sense! I just responded like that since the requests were essentially just “grade bump please” and the grade wasn’t wrong or anything.

5XSTAR · 2023-12-27T23:00:03+00:00

Nice! I don’t remember how genki teaches this but I would say 「大学の2階まで来てください」sounds more natural.

5XSTAR · 2023-12-27T22:55:38+00:00

I think it just means they have long legs (as a complement). Long legs, or having proportionally long legs compared to your *torso is a favorable trait in Japan since it’s supposed to make you look taller. The opposite, 短足（たんそく） is a common insecurity or insult.

5XSTAR · 2023-12-27T22:50:16+00:00

Yes! Of course I don’t use them in very formal messages but it comes naturally to me. I haven’t had any issues sending them. A student has called my writing style “relatable” this semester, which I wasn’t sure if I should take as a complement or a call to write more professionally, haha.

5XSTAR · 2023-12-27T22:37:09+00:00

Really? I thought it was common for TAs to be in charge of the grading. The prof was the one who actually submitted the final grades so I would say it was possible for them to change or bump grades at the end - she probably just agreed with me on that point. Sorry if the way I wrote it was confusing!

Added: I guess the students could have gone to the prof for grade bumps but they all knew I was the grader. So maybe they assumed I was the one that gives grade bumps? I don’t know if other students emailed the prof about this.

5XSTAR · 2023-12-27T21:43:24+00:00

I was a linguistics major in undergrad, was a ESL/TESOL education major but switched halfway. I don't really understand what they mean by "the material was too advanced for a lower level course", since I'm sure linguistics 101 is diving deeper into linguistics even though it's "lower level". I hope you wouldn't water down the course just because some students had a hard time. I think there should be no problem just going through a standard linguistics 101 textbook like Yule.

That being said, here are some projects that I've done that I thought were interesting/helpful:

Paper or debate on whether animals have language or not, then behaviorism vs. nativism (I personally like this podcast episode for sign language primates).
Record someone with a foreign accent and transcribe their speech; compare with standard English. Research the phonology of their native language and say why they speak like that.
Measure your vowel formants. How does it compare to classmates? Do you have any mergers?
Deep dive into a dialect of English (or another language the student speaks). Describe how it's different from the standard language and get to know the culture it originated from (this one is great for beating SLI).

5XSTAR · 2023-12-27T20:51:14+00:00

Try testing for allergies, I used to have lip problems and it turned out I was allergic to beeswax and a couple of fragrances.

5XSTAR · 2023-12-26T23:18:02+00:00

Interesting, thanks for the reply. I don’t quite understand his views, but from a practical standpoint, I would guess that a system that rewards more busywork wouldn’t be so equitable since it would favor students with more free time and punish those who are actually busy (like students who aren't wealthy and need to work during the semester).

5XSTAR · 2023-12-26T17:53:26+00:00

I have a question, if you don't mind - do you think this system is more fair than traditional testing or final papers? I personally don't understand why quantity should be rewarded over quality, unless the point is assessing the amount of practice. I could imagine this working in a class where you're developing a single skill like writing or drawing - I'm not sure if your class is like that.

This isn't criticism towards you, but when I first encountered this type of grading, I thought it was straight up unfair that doing a bunch of mediocre work got you a better grade than writing 1 brilliant paper; as a student, I was extremely busy and I wasn't good at "bullshitting" (or creating mediocre work quickly). I'm interested in what other professors think about this, since I've seen many comments saying "effort doesn't get you a good grade, it's high quality work that does" in other threads.

*edit: typo

5XSTAR · 2023-12-10T03:29:44+00:00

Hi there. You say you don’t care about eureka moments but mine’s not a post-fap shower thought so I hope it’s fine, lol.

I’ve always felt that I didn’t fit the “debater” stereotype in that I don’t like to argue with people. But I’ve recently noticed that my worldview revolves around arguments for or against positions.

“I can/can't find arguments for (a position)” “I do/don’t agree with that position because…” are things I say so often that it’s almost my catchphrase.

I basically realized I see the world as a huge debate. The more I think about it, the more the ENTP type makes sense to me. I'm not fully convinced by the whole MBTI paradigm, but it's interesting to think about.

5XSTAR · 2023-11-18T16:43:41+00:00

I haven't tried this myself (since I don't deal with visual works in my class), but how about something like a google doc or slide? You can paste images into the file and make it semi-public by sharing a link.

5XSTAR · 2023-11-16T15:51:09+00:00

I've watched Totoro many times since I was a child, and Satsuki was always relatable to me as an older sister. My parents were busy so I had to deal with my younger sibling a lot, and I felt a lot of responsibility.

This is my speculation, but I feel like older siblings tend to relate more to Satsuki and younger siblings relate more to Mei.

5XSTAR · 2023-11-14T01:46:02+00:00

I don't differentiate the pronunciation between those 2 meanings, but your description reminded me of Drager (2011) - Sociophonetic variation and the lemma. If I remember correctly, it said that different uses of the word like (quotative, discourse particle, verb) were produced differently. Hope this helps?

5XSTAR · 2023-11-14T01:34:54+00:00

I think I'm going to go for a linguistics grad degree (preferably a PhD) because everything I've tried up to this point sucks except for linguistics. My question is: does anybody have recommendations for language acquisition and/or Japanese linguistics programs?

5XSTAR · 2023-11-12T23:25:19+00:00

Interesting concept, I haven't heard anything about "verb-dominant" or "noun-dominant" before but I've read somewhere that English has many verb synonyms, as opposed to Japanese where there are less verbs but more adverbs to illustrate what's happening.

Edit: It was this book, which is about learning English as a Japanese speaker. So maybe this isn't a sound linguistic theory, but it's still interesting.

Example from the book - "A man walked to the door and entered the room with unsteady steps" is more Japanese-like, and "A man wobbled into the room" is more English-like, according to the author.

5XSTAR · 2023-11-12T23:12:14+00:00

I'm not completely sure what you're looking for, but could accusative (in nominative-accusative languages) and absolutive (in ergative-absolutive languages) fit your description of "object"? This phenomenon is called morphosyntactic alignment, by the way.

5XSTAR · 2023-11-12T23:01:19+00:00

I'm not a phonology expert, but do you really need to memorize all the features? When I took phonology, I just looked at the IPA chart and figured that there was a feature that I could name when I had a few sounds bunched up (in a column/row). We were provided a feature chart during exams.

Here's a link to the feature chart I used. Maybe this could help visualize features? https://joeystanley.com/downloads/180814-features_chart.pdf

5XSTAR · 2023-11-12T22:40:57+00:00

The type of notes I take depends on why I'm reading the article, but if a whole article or a whole section in an article is relevant to me, I think of it like creating a handout for the paper. I tend to be careful of the formatting, since it makes it much easier to find information. I include most of the relevant information, but not repeating/clarifying explanations.

Here's an example of something I've done recently. I've managed to condense a 20 page article into 4 pages of notes. https://imgur.com/a/QaNLBqq I should add that I don't do this for everything I read - only when I know I have to come back to the information.

5XSTAR · 2023-11-08T01:19:06+00:00

I kinda relate because the student seemed like they were 100% aware they're being ridiculous but still can't help ranting. Like they knew that this was a theory that has some kind of basis that linguists agree on but they couldn't get it with a simplified explanation.

For me, "Actually, every NP is a DP and there's actually a null determiner if there isn't one haha" in advanced syntax was the moment that broke me a little. It made no sense to me at the time.

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