Did I take my own advice? No, I did not.
I hope this makes anyone who's ever given me advice that I've ignored feel better; apparently, I do it to everyone, so you're in good company.
I have been knitting, though. Truly. I am almost done with the garter stitch section on Damson. And I am further along on the zigzag scarf (I don't like the name of that scarf in the book, so that's what I'm calling it). That has turned into excellent meeting knitting, and I took it with me up to Tehachapi for Sunday's language work, so progress is slow but steady. I have also been spinning. I am almost done with the first third of the roving I showed you last time. I decided to work on this one first:
I also got myself a sock kit with which I am tremendously delighted. Check this out. How wonderful is that? I have a few modifications in mind, but mostly I'm going to knit them as they lie, and enjoy the completely over-the-top nature of those socks. So I need to wind that up and pack them to go on our trip.
Meanwhile, work continues. My field methods class is progressing beautifully. They were very brave, and over the last two weeks, four groups have worked together to elicit the Frog Story from our speaker. This sounds like an odd thing to do, but it's something that every linguist will recognize instantly. See, there's this book that Mercer Meyer illustrated years ago, called Frog, Where Are You. The entire book is pictures, no words, and the story is extremely active (it's about a little boy whose pet frog goes off hunting for some lovin', and the boy and his dog go out to find the frog and have many adventures before finding the frog with his lady frog and many froglets; the ending is happy, I promise). What this means from a linguist's perspective is that you can show this book to the speaker of another language, and ask them to narrate the story, in as much detail as you like, and you are guaranteed to get a story that is a) not influenced by translating from an English text, and b) has lots and lots of lovely verbs in it, because of all of the actions in the story. It's a staple of linguistic fieldwork. And that's exactly what happened here. Suddenly, all of the accusitive and genitive marking that I'd been waiting for in vain appeared out of nowhere, like mushrooms after a rain; we got verb tense marking up the wazoo, and a whole lot of other fun things, too.
It's also more fun for the students and for the speaker, I think, to be focusing on an actual narrative, rather than individual, unconnected sentences. But it is simultaneously hairier, in that you never know what's going to come at you from one sentence to the next. It's real language. We're lucky, in that we have an amazing speaker, who is both tremendously patient, and willing to work with the students as they analyze the sentences; in fact, I have to remind them not to rely on her too much, both because they need to do the work themselves, and because sometimes speakers either don't recognize some of the core phenomena of their languages (in fact, let's be honest, most speakers don't recognize most of the core phenomena of their languages), and sometimes what they've been taught about how language works is not, in fact, particularly accurate. In any case, my students all turned in their analyses of the story on Monday, and I've been having fun (honestly) reading them; with luck I'll have all of that done before we leave for spring break.