Cards From The B/S/T Finally Arrived!

[OhioLawyerF5]

Originally Posted by Gorditadogg

Um, your question was right there in quotes. Now you are trying to explain it was actually different? While also saying it was exactly what you intended?

Got it.

Sent from my SM-S906U using Tapatalk

For someone who thinks he knows reading comprehension, you sure don't understand the rules of textual interpretation. I said what I meant, and meant what I said within the context of this thread and the information we have been given. OP clearly stated he was given the photo after creating the thread. So if you interpret the question, "Did he ever provide the tracking?" As meaning after the thread was made and after OP already said he got it, then I don't know what to tell you. That's tour error, not mine.

Got it?

[sbfinley]

[Gorditadogg]

Originally Posted by OhioLawyerF5

For someone who thinks he knows reading comprehension, you sure don't understand the rules of textual interpretation. I said what I meant, and meant what I said within the context of this thread and the information we have been given. OP clearly stated he was given the photo after creating the thread. So if you interpret the question, "Did he ever provide the tracking?" As meaning after the thread was made and after OP already said he got it, then I don't know what to tell you. That's tour error, not mine.

Got it?

Oh, The Rules of Textual Interpretation!

How could I have missed that. Now everything makes sense.

Sent from my SM-S906U using Tapatalk

[OhioLawyerF5]

Originally Posted by Gorditadogg

Oh, The Rules of Textual Interpretation!

How could I have missed that. Now everything makes sense.

Sent from my SM-S906U using Tapatalk

I guess you aren't the reading comprehension czar you pretend to be.

[philliesfan]

Hey Ben. Nice Ted Williams cards......Nice the way you pieced them together.
Bob

[frankbmd]

I don't believe we've ever had a more educational 1948 Bowman thread, which begs the question,

What ever happened to Adrian?

[Zach Wheat]

Originally Posted by frankbmd

I don't believe we've ever had a more educational 1948 Bowman thread, which begs the question,

What ever happened to Adrian?

Adrian? What about that lawyer from CA that suggested sending every BST transaction to Leon so he could remail to the opposing side? What was his name? Peter??

[Peter_Spaeth]

Originally Posted by Zach Wheat

Adrian? What about that lawyer from CA that suggested sending every BST transaction to Leon so he could remail to the opposing side? What was his name? Peter??

Peter Chao? The GOAT, if that's who you mean.

[bnorth]

Originally Posted by philliesfan

Hey Ben. Nice Ted Williams cards......Nice the way you pieced them together.
Bob

I was seriously very happy to win them with my opening bid. I have been in a collecting lull and when I saw these I knew I needed them. The 59 Fleer set is by far my favorite set and these are awesome to have in my collection.

To stay on thread topic I could complain about the seller. First off he sent me a message with several payment options and a message saying pay when coinvent. Something just screamed red flag so I sent PP payment within minutes. Then the seller had the audacity to not only ship very quickly but also package the cards extremely well. Still not sure what type of scam they are running but with all that going on something has to be wrong. I can also add i never received a tracking number of any kind. The seller actually has a very legit reason for that but we will ignore that for obvious reasons.

[Smanzari]

Its gonna show. Nothing against anyone here, but in my 10 years + and probably 1000+ transactions on the board, its been realized Handwriting is not an average strong point of the members here - unless its truly illegible and missing things, someone will decipher it and send it in the right direction. I've honestly gotten a few "How did it make its!?" haha

[toledo_mudhen]

Originally Posted by Gorditadogg

Oh, The Rules of Textual Interpretation!

How could I have missed that. Now everything makes sense.

Sent from my SM-S906U using Tapatalk

Interpreting Texts..... Who Knew!

Yes - It DOES have a life of it's own.....

Have you ever watched a movie with friends and then held a discussion afterwards in which you all completely disagree about how good the movie was? This is strange because surely you have all experienced exactly the same film, and so you should all have exactly the same response, right?

Of course, it is not so simple. Depending on the type of text that was experienced, the cultural backgrounds of the various audience members, and countless other reasons, it is possible for different people to respond to different texts in different ways.

Such things interest us in English classes, but there is an important clarification to make here: we are not focused on whether a text is good or bad, but rather how effective it is.

There are three broad questions we can ask to help us determine this:

What is the intended purpose of the text?

How does the creator attempt to achieve their intended purpose?

How effectively does the creator achieve their intended purpose?

Or, put more bluntly:

Why was the text created?

How was the text created?

How well was the text created?

Just as different people will agree or disagree about how good or bad a movie is, so too will different people offer different answers to these three questions.

In other words, everyone can offer a unique interpretation of a text.

Interpretation - a critical explanation of what a creator is trying to achieve in a given text.

When it comes to offering a textual interpretation, what matters is the evidence we use to support our claims. And what form should this evidence take? To make a convincing case in favor of our unique interpretation, we need to make specific references to the elements and techniques used by the creator to communicate meaning.

This is the reason we spend so much of our time in English classes pulling texts apart to see how they work. Once we can identify and understand the different "pieces" of a text, we can use this knowledge to establish what a creator is trying to achieve, and evaluate how effectively they accomplish this.

Importantly, this process involves finding connections between the different elements and techniques within a text. Just as the engine of a car needs lots of small components to work together to generate motion, so too do the different components of a text need to work together to create meaning.

Sharing Findings

Having formed an interpretation of what a creator is attempting to accomplish through their work, it is no good keeping this interpretation to ourselves—we need to share it!

This process begins with classroom discussion. Here, we have a chance to share our interpretations verbally with one another. It is through this sharing of ideas that we begin to unlock the underlying messages within texts, often catching things we missed the first time.

Our final interpretation of a text is usually shared in a more formal manner. This could be an essay or oral presentation, or some other medium which allows us to express our ideas in a comprehensive way. Here, we need to put together everything we have learned from our analysis to offer a convincing interpretation for our audience.

Importantly, we should not be afraid to change our interpretations throughout any stage of this process. Other students may challenge us in classroom discussions, and we may receive specific critiques in our draft feedback. This is good, as it encourages us to reconsider our interpretations, and improve them if the feedback is justified.

Top tip! Be willing to alter your interpretations based on what others have to say.

Literary texts are wonderful things, and the more we learn about how they work, the more we can appreciate their aesthetic qualities. We can also learn to admire or critique what they are trying to achieve, and then share our unique interpretations with others.

[Gorditadogg]

Originally Posted by toledo_mudhen

Interpreting Texts..... Who Knew!

Yes - It DOES have a life of it's own.....

Have you ever watched a movie with friends and then held a discussion afterwards in which you all completely disagree about how good the movie was? This is strange because surely you have all experienced exactly the same film, and so you should all have exactly the same response, right?

Of course, it is not so simple. Depending on the type of text that was experienced, the cultural backgrounds of the various audience members, and countless other reasons, it is possible for different people to respond to different texts in different ways.

Such things interest us in English classes, but there is an important clarification to make here: we are not focused on whether a text is good or bad, but rather how effective it is.

There are three broad questions we can ask to help us determine this:

What is the intended purpose of the text?

How does the creator attempt to achieve their intended purpose?

How effectively does the creator achieve their intended purpose?

Or, put more bluntly:

Why was the text created?

How was the text created?

How well was the text created?

Just as different people will agree or disagree about how good or bad a movie is, so too will different people offer different answers to these three questions.

In other words, everyone can offer a unique interpretation of a text.

Interpretation - a critical explanation of what a creator is trying to achieve in a given text.

When it comes to offering a textual interpretation, what matters is the evidence we use to support our claims. And what form should this evidence take? To make a convincing case in favor of our unique interpretation, we need to make specific references to the elements and techniques used by the creator to communicate meaning.

This is the reason we spend so much of our time in English classes pulling texts apart to see how they work. Once we can identify and understand the different "pieces" of a text, we can use this knowledge to establish what a creator is trying to achieve, and evaluate how effectively they accomplish this.

Importantly, this process involves finding connections between the different elements and techniques within a text. Just as the engine of a car needs lots of small components to work together to generate motion, so too do the different components of a text need to work together to create meaning.
Sharing Findings

Having formed an interpretation of what a creator is attempting to accomplish through their work, it is no good keeping this interpretation to ourselves—we need to share it!

This process begins with classroom discussion. Here, we have a chance to share our interpretations verbally with one another. It is through this sharing of ideas that we begin to unlock the underlying messages within texts, often catching things we missed the first time.

Our final interpretation of a text is usually shared in a more formal manner. This could be an essay or oral presentation, or some other medium which allows us to express our ideas in a comprehensive way. Here, we need to put together everything we have learned from our analysis to offer a convincing interpretation for our audience.

Importantly, we should not be afraid to change our interpretations throughout any stage of this process. Other students may challenge us in classroom discussions, and we may receive specific critiques in our draft feedback. This is good, as it encourages us to reconsider our interpretations, and improve them if the feedback is justified.

Top tip! Be willing to alter your interpretations based on what others have to say.

Literary texts are wonderful things, and the more we learn about how they work, the more we can appreciate their aesthetic qualities. We can also learn to admire or critique what they are trying to achieve, and then share our unique interpretations with others.

Yes, communication can be complicated, nuances can be missed, and people absorb and interpret information differently. We are all familiar with the sarcastic comeback "I know you believe you understand what you think I said, but I am not sure you realize that what you heard is not what I meant."

Choosing to treat Net54 communications as individual works of art is one way to look at it, I guess.

[OhioLawyerF5]

Originally Posted by Gorditadogg

Choosing to treat Net54 communications as individual works of art is one way to look at it, I guess.

Choosing to remove things entirely from their context is another way to look at it, I guess.

[Gorditadogg]

Originally Posted by OhioLawyerF5

Choosing to remove things entirely from their context is another way to look at it, I guess.

Understanding your context is easy, it's just to be a fool and spout nonsense. You don't even need to be a master of Contextual Interpretation to see that.

[OhioLawyerF5]

Originally Posted by Gorditadogg

Understanding your context is easy, it's just to be a fool and spout nonsense. You don't even need to be a master of Contextual Interpretation to see that.

Eww, GOT EM!!!

You must be king of the playground.

I asked a simple question of whether seller provided a tracking number, and you turned it into this because I used the word "ever" (after already asking the question several times without using that word). Who is being a fool and spouting nonsense? LOL

[Republicaninmass]

Originally Posted by Gorditadogg

Understanding your context is easy, it's just to be a fool and spout nonsense. You don't even need to be a master of Contextual Interpretation to see that.

Thread
Too
Long
Will
Not
Read


That being said, apparently they've lowered the bar so low in Ohio, one can trip over it.

[brianp-beme]

Text is as text does. To text or not to text, that is the question. Life is like a box of texts. Text is a many splendored thing.

Brian (textually speaking, that is)