I then went with a gut reaction to each word. We then had to convince the person next to us that we were right; since my partner was my buddy Erica, it was not hard to convince her I was right. Then we got into groups of four to do the same. I had to argue diligently with the Chinese girl Lynn. She was convince, as most of the Asian students were, that the classifications had to do with language form. I bullied her into believe that "Awesome" was a legitimate analysis. I mostly asked her to quickly decide if something was awesome or not with out thinking, and she always picked the same as what was on the list. Then the four of us had to convince four others that our argument was correct. Even though the other four consisted of two Germans that appeared to be invulnerable to the overage of the word "awesome", they completely jumped on the 'Awesome Train' as Erica and I were calling it.
Of course we then had to share with our whole class the compromised three columns. Needless to say everyone loved the justification that levels of awesomeness organized these words. Other people had classroom styles, grammatical structure, and other non-awesome ideas. Of course it did not matter what the answers were. What mattered was how we used out English language skills to communicate and negotiate successfully. For the rest of the class, our very British professor was overusing awesome, which is of course AWESOME!
Awesome: Fluency,
Not Awesome: Accuracy,
Could Be Awesome:


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Then the professor decided that the he wanted to use the white board in the back of the room instead of the front. He did not notice or little breakfast nook until he had three example sentences on the board and actually kicked the toaster. From our insesent giggles, he knew Robin and I had something to do with this. His last example sentence was, ''She should not have brought a toaster to class.'' We offered him a scone, and all was well. The German girl in our class said she might actually buy a toaster for class. I can't wait for freshly toasted scones and a fine from the fire marshal!


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After we were tired of dancing, I thought it would be a good idea to teach everyone some American drinking games. We played thumper! Everyone was really good right away; well, Susi sucked at it, but as she said Germans don't dance. I guess they do not have any sense of rhythm. I also was taught some Taiwanese drinking games.


Yes, it is the mascot for a club where a bunch of nerdy 18-22 year olds watched Japanese cartoons one night every week. I'll admit it. I was a nerd. Ah hell, I AM a nerd; I freaken blog! Any whoser, Cathy was in the club with me, and one day I announce that I was a fan of Sailor Moon: an anime that was so girly and cheesy that the Rowan Anime Club refused to show it, and please understand that most Japanese cartoons are cheesy by definition. Three other girls in the club agreed with me that Sailor Moon, a show about the heroic adventures of a very dumb and spastic 14 year old girl who talks to cats and has a 25 year old boy friend, is only the best show ever. We had out own private party in my apartment, and Cathy was one of those girls. A year later and a half, she moved in with me. (Yes, I brought Sailor Moon with me to England).



Pictured above are my two American roommates/teammates. They are teaching the Brits how to play flip cup in their froggy costumes.