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parakeetpark · 26 days

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Uh oh. Essay in readmore time

What's so frustrating is that for almost all of my life I didn't know I had adhd, and only found it out 5ish years ago

During ALL of my studies i was intensely freaked out and even when i got a grip on some of my mental health shit at uni, importantly I was still unaware of the adhd. And only had some professional tell me about their suspicion about it AFTER I could have received any support in my schooling.

And I have been working damn hard over the last half a decade to learn about myself and the way I work, and be kind to myself and open minded, and learnt from many many different people with adhd how they function - especially through advice on here bc much of Google is shit, and learnt what does and doesn't work for my personally.

I slowly unravelled and found myself. To a point where I'm actually functional and content in myself.

So now i find myself in the most intense, stressful period of my life since then. Grieving and finally understanding what people meant when they spoke about grieving a very close loved one. How nothing feels real even.

And I've found myself so extremely wired from having to do a very vast array of tasks all crammed into a short space of time with a close deadline - exactly the same conditions as during my studies.......... where nothing ever helped.

Yet. In the last thirty minutes I've unwound because I instinctively KNEW what to do. I found myself following all the things i taught myself about my adhd, and now I'm like 70% more chill???? Huh?????? Noticed suddenly that I've been using my ADHD self knowledge for the past few weeks and coped remarkably well because of it.

It's shocking because imagine what i could have done if I had ANY help with my adhd EVER in my life from the adults who were supposed to notice in my entire childhood. Like HUHHHHHH, I am shocked. Imagine how I'm here as an adult using 5 years of learning adhd related advice and stuff I learnt through self awareness .... and feeling better.

SHOCKING!!!!

PS - long ass tags that immediately ramble away from my initial post and go into something positive and that made me feel fluffy inside. You've been warned

#It's so fucking aggravating #i was a self contained child and didn't display the Expected ADHD traits or what fucking ever and so i got left to rot by the system #fantastic #sighhhhh but on the bright side - i am damn PROUD of myself tonight. I've come so far #It's very hard being neurodivergent and I'm doing amazing by own like standards #btw secret lore - first time i ever said aloud that i was proud of myself was in therapy like 6 years ago #and it was indescribably hard to get to that stuttered halting sentence 'i am proud of myself'. so hard and my therapist was so clearly #over the moon for me. i still treasure that memory and the path i have taken to being kind to myself and that's why every time i say #i am proud of myself #it holds the memory of every time I've ever said it or thought it and believed it #every time i see someone do something good i make sure to say well done because I'm proud of them too :-)#i do it apparently with such conviction and sincerety that people stop and stumble sometimes aha #i think it's beautiful to help people notice when they do well. like 'oh skipped work every day until today' - well done u made it today!!#'i cooked a meal and got it the way my mother makes it after many failed attempts' - well done you must have worked so hard #'i made a important phone call' (from friend who has told me before how much they struggle w calls) - BIG WELL DONE that must have been har #It's easy to notice and pay attention to people and congratulate them for these things that may not sound Big bc 'everyone else can do it'#as they say. or they are too busy to notice they did something that took effort on their part. It's so wonderful to make a difference #and hope they can be proud of themselves too in that moment #man this took a positive turn.... this is something I've not really said before. but it is truly so joyful to congratulate people to me

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aromantisk-fagforening · 3 months

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How many languages do you know at least little bit of?

Remake of an older poll (link here)

Like last time I am using a strict definition of language and a loose definition of being able to speak/knowing the language.

Details:

Sign languages count, conlangs count, super similar languages only counts one & dialects of the same language usually won't count (unless you can make multiple sentences in both that someone who only spoke the other couldn't understand), for Norwegian being able to write both bokmål & nynorsk only counts as one

You need to know more than 30 words and be able to construct at least one sentence for it to count. it has to be at least one of the following: writing/signing/speaking/whistling, it doesn't have to be multiple.

(and for people with "sampling bias" concerns, this is not supposed to represent society as a whole)

Poll:

It's super cool if you put the languages in tags

@aromantisk-fagforening

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physalian · 1 month

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How To Make Your Writing Less Stiff 6

Part 5

Part 1

Adverbs

Gasp! Oh no. Dare come yet more writing advice burning adverbs at the stake? Vindictively, gleefully, manically dancing in the ashes?

No.

This is not about whether or not you should use them, but their frequency and obvious places to replace them. Most bad adverbs are the common ones that could be replaced by verbs we all know.

“She ran quickly” // “She sprinted”

“He said angrily” // “He snapped” “He chided” “He chastised”

vs.

“He ate voraciously”

“She swayed solemnly”

“She laughed sadly”

Bonus if you can add in some alliteration like ‘swayed solemnly’

If you can come up with an obvious verb to replace your verb + adverb combo, do so. If it would take more words or the closest applicable verb doesn’t hit the same vibe, then leave it. Adverbs should enhance the verb, not be redundant. Verbs shouldn’t be pretentious just to avoid them.

“She smiled happily” — most smiles are happy. Happily is redundant.

“He ran quickly” —a run is, by nature, quick

vs.

“She smiled sourly”

“He ran erratically”

Also!

The adverb need not always be after the verb.

“C accepted gladly” // “C gladly accepted”

But also

“Glad, C accepted”

“A shook their head resolutely” // “Resolute, A shook their head”

“The child skipped excitedly away.” // “Excited, the child skipped away.” // “The child skipped away, excited.”

English is flexible like that.

Which is what I mean with managing your adverb frequency. As most end in the -ly, too many in succession, on top of the repeat syntax of Subject - Verb - Adverb looks boring and dull (and so does beginning every sentence with the subject). It helps with your cadence and flow if you don’t have entire paragraphs at a time all starting with “He [verb]” or “She [verb]” or “They [verb].” We don't speak like this in natural conversation.

But at the end of the day, there are some juicy adverbs that have no equal without busting out the thesaurus for some obscure lexical nugget that no one would understand anyway.

#writing #writing a book #writing advice #writeblr #writing resources #writing tips #writing tools #adverbs

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literaryvein-reblogs · 3 months

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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 Writing Notes: Childhood Bilingualism

#writing prompt #writeblr #writers on tumblr #spilled ink #poets on tumblr #writing notes #children #writing tips #literature #writing advice #writing reference #studyblr #langblr #linguistics #dark academia #dialogue #writing resources

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