Varieties of Disturbance Read Online Free PDF

has, surprisingly, had to correct the spelling of a child’s name, reducing “Arilene” to “Arlene.” She has supplied two missing words. Several errors have escaped her notice. On the whole, the letters are spelled and punctuated correctly; the teacher makes, on average, only about one correction per page, and most of these are punctuation corrections. Either the students have learned their lessons very well or, perhaps more likely, these are fair copies of rough, corrected drafts.
    Twenty-two children sign their full names, first and last. One signs “Billy J.” and the remaining four sign only their first names. (For reasons of confidentiality, only the initial letter of the children’s last names will be retained here.)
    Length
    Excluding the salutation and closing, the letters range in length from three to eight lines and from two to eight sentences. None of the boys’ letters is longer than five sentences, whereas, of the girls, one each has a letter containing six, seven, and eight sentences. Although the girls number one fewer than the boys, they are overall more communicative, contributing 84 lines versus the boys’ 66, and 61 sentences versus the boys’ 53.
    Not all of the girls, however, are communicative. Two write letters containing only three lines and three sentences. One is the gloomy letter by Sally quoted below. The second brief letter, by Susan B., includes what may be an envious reference to a box of candy. In general, the length and content of the shortest letters appear to connote depressive or apathetic states of mind in their authors, while the content and length of the longest give the impression of being the products of the more cheerful and outgoing temperaments. Those in the mid-length range variously express stout realism (broken branches and fallen snowmen), bland formulae (see Maureen’s letter below), or strong feelings and personality (Scott’s “I’d yank you out of bed”).
    Overall Coherence
    There is a tendency toward non-sequiturs in the letters: one sentence often has little to do with the sentence that follows or precedes it (e.g., “The temperature keeps on changing. I can’t wait until you come back to school”).
    Some letters, however, develop one idea with perfect cogency throughout: e.g., Sally’s grim letter, Scott’s enthusiastic, somewhat violent letter threatening to “yank” Stephen out of bed, and Alex’s informative letter about sledding, which names the location of the sledding and notes progress from last year: “We had some fun over at Hospital Hill. We went over a big bump and went flying through the air. This year I went on a higher part than I used to.”
    Sentence Structures
    The letters overall contain a predominance of simple sentences (e.g., “There was a big snowball fight outside”), with now and then a compound, complex, or compound-complex sentence.
    Compound Sentences
    The shortest letter (two sentences) is written by Peter. He is the same boy whose ruled line is thick, slanted, and bent at the bottom. However, he is also one of the few students to form a compound sentence, and in so doing uses the rarer and more interesting conjunction but : “We are having a very happy time but we miss you.”
    Another who uses but is Cynthia, one of the realists in the class: “I have made snowmen but they have fallen down.”
    Susan A., another realist, uses but to modify her description of fairyland, as quoted below.
    Other conjunctions used in the letters are: until (2), because (2), and the most common and inexpressive or neutral: and (7).
    One girl, Carol, using the conjunction because , forms two compound sentences in a letter which is only three sentences long: “I hope you will be back to school very soon because it is lonesome without you” and “New Year’s Eve your [little] Sister slept at our house because your Mother and