An Accurate Description Of The Life Of A 1st Year Astrophysics Major:

small talk in french 💬

⭐️ (for beginners) ⭐️

When talking to french people, focus on innocuous topics like the weather, current events (“avez-vous lu à propos de..?” Have you read about…?), and cultural topics like food, movies, art, music, and so on. And remember to use vous instead of tu!

I only speak a little French. Je ne parle qu'un peu le français.

I am learning French, but I am only a beginner. J'apprends le français mais je ne suis qu'un débutant.

I have been learning french for 2 days / 2 weeks / 2 months / 1 year / 2 years. J'apprends le français depuis deux jours / deux semaines / deux mois / un an / deux ans.

Will you please correct me? Peux-tu me corriger, s'il te plaît?

What does ___ mean? Que veut dire ___?

What does that mean? Qu'est-ce que ça veut dire?

Can you explain in French/English to me? Peux-tu m'expliquer en français / anglais?

What does that mean in this context? Qu'est-ce que ça veut dire dans ce contexte?

What is the French word for ___? Quel est le mot français pour ___?

Is this/that correct? C'est juste?

Am I wrong? Je me trompe?/Est-ce que j'ai tort?

Am I correct? Est-ce que j'ai raison?

Do you understand? Est-ce que tu me comprends?

I do not understand. Je ne comprends pas.

I want to improve my level in French. Je veux améliorer mon niveau de français.

I need to practice French. J'ai besoin de pratiquer le français.

Do you have time to speak with me? As-tu le temps de parler avec moi ?

Can you help me to learn French? Peux-tu m'aider à apprendre le français?

Do you mind if we speak in French? Ça te dérange si nous parlons en français?

Can you please speak in French? it helps me to learn. Peux-tu me parler en français s'il te plaît? Ça m'aide à apprendre.

How do you say ’___’ in French? Comment dit-on ’___’ en français ?

I struggle with spelling / reading / writing / listening / pronunciation. J'ai du mal avec l'orthographe / la lecture / l'écriture / la compréhension orale / la prononciation.

Can you please repeat? I did not understand. Pouvez-vous répéter s'il vous plaît ? Je n'ai pas compris.

I don’t speak French fluently. Je ne parle pas couramment le français.

I am confused. Je suis perdu(e).

I don’t know how to say it in French. Je ne sais pas comment le dire en Français,

Sorry (or ‘pardon’), what did you say? Pardon, qu'est-ce que tu as dit?

I’ve never heard of that. Je n'ai jamais entendu ça.

That makes sense. Ça se tient.

That does not make sense. Ça n'a aucun sens.

What’s happening? / What’s going on? Qu'est-ce qui se passe?

What do you mean by ’___’ ? Qu'est-ce que tu entends par ’___’? / Qu'est-ce que tu veux dire par ’___’?

⭐️ Personal Stuff ⭐️

Here is a list of phrases you can use and practice when giving and asking for personal information. Take note that the list makes use of the formal “vous”.

Comment vous appelez-vous? What is your name?

Je m'appelle Christine. My name is Christine.

Quel est votre nom? What is your name?

Comment allez-vous? How are you?

Je vais bien, merci. I am doing well, thank you.

Très bien, merci. Very well, thank you.

Quel âge avez-vous? How old are you?

J'ai # ans. I am # years old.

J'ai trente ans. I am thirty years old.

J'ai quarante-deux ans. I am forty two old.

Quelle est votre nationalité? What is your Nationality?

Je suis canadien(ne). I am Canadian.

Je suis américain(e). I am American.

Je suis chinois(e). I am Chinese.

Je suis coréen(ne). I am Korean.

Où habitez-vous? Where do you live?

J'habite en Californie. I live in California.

Quel est votre numéro de téléphone? What is your phone number?

Mon numéro de téléphone est le … My phone number is …

Où êtes-vous né(e)? Where were you born?

Je suis né(e) à… I was born in…

Êtes-vous marié(e)? Are you married?

Oui, je suis marié. Yes, I am married

Non, je ne suis pas marié. No, I am not married

Je suis célibataire. I am single

Est-ce que vous avez des frères et soeurs? Do you have any brothers and sisters?

Je suis fille unique. I am an only child/daughter

Je suis fils unique. I am an only child/son

J'ai - frère(s). I have - brother(s).

J'ai - soeur(s).  I have - sisters(s).

Je n'ai pas de frères. I don’t have any brothers.

Je n'ai pas de soeurs. I don’t have any sisters.

Quel est votre métier? What is your job?

Quelle est votre profession? What is your profession?

Que faites-vous dans la vie? What do you do for a living?

Je suis ingénieur. I am an engineer.

Je suis boulanger/boulangère. I am a baker.

Je suis médecin. I am a doctor.

Je suis infirmier/infirmière. I am a nurse.

⭐️ Interests ⭐️

Quel est votre sport préféré? What is your favorite sport? (formal)

Quel est ton sport préféré? 

What is your favorite sport? (informal)

Mon sport préféré est… My favorite sport is….

J'aime faire du sport et garder la forme. I like to do sports to keep fit.

Quelle saison préférez-vous? What season do you prefer? (formal

Quelle saison préfères-tu? What season do you prefer? (What season is your favorite?) (informal)

Quels sont vos passe-temps préférés? What are your favorite pastimes? (formal)

Quels sont tes passe-temps préférés? What are your favorite pastimes? (informal)

Mes passe-temps préférés sont… My favorite pastimes are…

Qu'est-ce que vous faites dans votre temps libre? What do you do in your free time? (formal)

Qu'est-ce que tu fais dans ton temps libre? What do you do in your free time? (informal)

Est-ce que vous avez un animal de compagnie? Do you have a pet?(formal)

Est-ce que tu as un animal de compagnie? Do you have a pet? (informal)

Non, Je n'ai pas un animal de compagnie. No, I don’t have a pet.

Oui, J'ai un chat. Yes, I have a cat.

Oui, J'ai un chien.Yes, I have a dog.

Qu'est-ce que vous aimez? What do you like?

J'aime le jazz. I like jazz.

J'aime le rock. I like rock.

J'aime le hip-hop. I like hip-hop.

Je n'aime pas le rap. I don’t like rap.

Je n'écoute pas de la musique très souvent. I don’t listen to music very often.

J'aime les films d'amour. I like romance films.

J'aime les films d'aventures. I like adventure films.

Je n’aime pas faire du ski. I don’t like skiing.

Qu'est-ce que vous aimeriez faire dans la vie? What would you like to do in life ?

J'aimerais être chef. I would like to be a chef.

J'aimerais être un bibliothécaire. I would like to be a librarian.

why do your homework when you can *reads the entire hurt/comfort section*

Les Gros Mots

Swears in French

swear level 1: Mom uses these (shoot, darn ect.)

zut- Interjection

Zut ! J’ai oublie mes clés ! / Shoot! I forgot my keys!

sacré- adjective (literally means holy) (old fasioned, quaint)

Ce sacré moustique ! / This darn mosquito!

Sacrebleu- literally no one says this

Mon dieu-  used like ‘oh my god’ in English

Nom de dieu- used like ‘oh my god’ in English

mince- when used as an adjective it means thin, when used as an interjection in means something like ‘man’ or ‘geez’. 

Oh mince, il pleut. / Aw man, it’s raining.

La vache- lit. the cow, used as an interjection kinda like fudge in english

Swear level 2: Can be said in front of mom (damn, shit)

Merde: shit, can be a noun or an interjection

Con- stupid, asshole (can be a noun or an adjective)

Chier: to shit, a verb

Un merdier: a situation that is shit, a mess, a cluster fuck

l’élection de 2016 était un merdier / the 2016 election was a mess

Bon sang: lit. ‘Good blood’. used like holy shit.

Fumier- manure, used like jerk or dick

un fumier un jour, un fumier toujours. / Once a jerk, always a jerk.

Firme ta gueule/ta gueule- Shut up, lit. close your snout.

gueule- used kinda like ‘your ass’ in american english. literally it means mouth, but its usually used for animals so it becomes insulting when applied towards humans.

Je vais casser la gueule ! / I’m gonna kick your ass!

Dégueulasse/dégueu- the vulgar form of gross

j'en ai marre- i’m sick of/fed up with it

Swear level 3: Maybe if you have a cool mom (fuck, ass)

emerdeur/deuse- shit-stirrer 

baiser- used to mean to kiss, now means to fuck or to kiss depending on context

Merdasse- more vulgar form of shit

chiant(e)- so annoying lit. a thing that is shitty  

faire des conneries- to fuck up, to do stupid shit

Dégueulasse/dégueu- gross

Bordel- mess, lit. a brothel

Connard/connase- bastard, jerk, asshole

Cul-  ass (as in the body part)

ça me fait chier- This is boring me to death lit. this makes me shit myself

Abruti(e)- dumb ass

Salaud- (male) jack ass

Salope- dirty woman, whore

Saloper- verb meaning to screw someone over

Saloperie- fuckery, fucked up shit

Putain- Used as often and in about as many ways as we use fuck. Means whore in medieval french.

Putain ! Je me suis cogné le putain d’orteil ! / Fuck! I stubbed my fucking toe!

Pute- the ho’ to putain’s whore, still used like whore/ho

Fils d’un pute- Son of a whore (an insult)

Pétasse- slut

Chienne- bitch (like in english lit female dog)

Garce- bitch (reclaimed by gay guys)

Enfoiré(e)- dumbass lit. having to do with diarrhea

Enflure- douchebag, asshole. lit. swelling

Chatte- Pussy (the body part)

bite- dick (the body part)

Branler- to jerk off

Branleur- wanker

Se Casser- to go fuck off lit. to break yourself

Niquer- to fuck

Nique ta mère-  go fuck your mom 

Enculer-  to fuck up the ass

Combos

[Putain de] + [insult swear]

Putain de salope ! / fucking bitch!

Dégueulasse/dégueu- gross

[bordel de] + [anything you want]

assez avec ce bordel de merde / enough with this fucking shit

For more fun you can stack putain and bordel onto the same word

Putain/enculé(e) de ta race- means something like ‘ you are the worst representative of your type’ (apparently its not racist, but it makes me feel weird)

So I found this App called ‘Xe’.

It’s like a game, and really easy to use.

You select a pronoun, and there are quite a few.

And they give you all the conjugations, kind of like all those old language lessons in high school.

And after a few examples, they’ll test ya!

Type in your answer. If you get it wrong, you can try again no sweat.

All in all I thought it was pretty cool and I know I’ll be using it in the future!

You can try it for yourself and learn more about pronouns and the network Minus18 with these links. Happy learning everyone!

if u hate me then kiss me or shut the fuck up

if u hate me then kill me or shut the fuck up

adapted from this response

1. Write your notes in a way where you can test your retention and understanding. 

Many people write notes that do a great job summarizing their materials but their notes are not designed to promote learning, retention or diagnosis of their weaknesses. But my notes can – and so can yours. Simply put my notes can be used like flashcards because I write them in a form where I separate a “stimulus” from a “response.”  The stimulus are cues or questions (think: front side of flashcard), while the response is the answer to the cue (think: back of flashcard).  But the stimuli are to the left of a margin, while the responses are to the right. The key advantage of this is that just by putting a sheet of paper on top of your notes, you can hide the responses, while leaving the stimuli visible. You can have multiple margins and multiple levels of stimuli and response for greater information density. When you get good at this you can write notes in this form in real-time. To get some idea of what I’m talking about google for “Cornell Notetaking method”. My notetaking method is a variant of this. I usually use completely blank paper to do this because regular lined paper has too small a margin. To give you an idea of how powerful this notetaking method can be, I learned several courses just hours before the exam and still got an “A” in all of them during a difficult semester where I had too many competing priorities to spend long hours studying. Had it not been for this notetaking method I don’t think that would be possible. 2. Develop the ability to become an active reader (this is the perhaps the most important advice I have to share). 

Don’t just passively read material you are given. But pose questions, develop hypotheses and actively test them as you read through the material. I think the hypotheses are part of what another poster referred to when he advised that you should develop a “mental model” of whatever concept they are teaching you.  But a mental model can be much more than simple hypotheses. Sometimes the model resembles a story. Other times it looks more like a diagram. But what they all have in common is that the explain what is going on. Having a mental model will give you the intuition and ability to answer a wider range of questions than would be otherwise possible if you lacked such a mental model. Where do you get this model? You creatively develop one as you are reading to try to explain the facts as they are presented to you.  It’s like guessing how the plot of a movie, before it unfolds. Sometimes you have to guess the model based on scarce evidence. Sometimes it is handed to you. If your model is a good one it should at least be able to explain what you are reading. Having a model also allows you to make predictions which can then be used to identify if your model is wrong.  This allows you to be hypersensitive to disconfirming evidence that can quickly identify if your model is wrong. Oftentimes you may have two or more models that can explain the evidence, so your task will be to quickly formulate questions that can prove one model while disconfirming the others. To save yourself time, I suggest focusing on raising questions that could confirm/disprove the mostly likely model while disproving the others  (think: differential diagnoses in medicine). But once you have such a model that (i) explains the evidence and (ii) passes all the disconfirming tests you can throw at it then you have something you can interpolate and extrapolate from to answer far more than was initially explained to you. Such models also make retention easier because you only need to remember the model as opposed to the endless array of facts it explains.  But perhaps more importantly, such models give you intuition. Of course, your model could be wrong, but that is why you actively test it as you are reading, and adjust as necessary. Think of this process as the scientific method being applied by you, to try to discover the truth as best you can. Sometimes you will still be left with contradictions that even your best models cannot explain. I often found speaking to the professor after class to be a time efficient of resolving these contradictions. I discovered mental modelling as a survival mechanism to pass my studies at the University of Waterloo – where their teaching philosophy is misnomer because their teaching philosophy is to not teach as well as they could. You can see this from their grading philosophy. Although they don’t use a bell curve or other statistical grade adjustment, they make their exams so hard that the class average is usually between 68 (C+) and 72 (B-) in spite of the fact that their minimum admission grades are among the highest in Canada (you need more than A+ to get into several of their engineering programs). The only way they can achieve such low test averages from otherwise high performing students is by holding back some of what they know, and then testing what they didn’t explain well in lecture on their exams; or by not teaching to the best of their ability.   This forces students to develop the ability to teach themselves, often from materials that do not explain things well, or lack the introductory background knowledge needed to understand the material. I realized I could defend against such tactics by reverse engineering the results into theories that would produce those same results; i.e. mental model induced from scarce facts.     Then when I got to MIT I found myself in a place with the opposite teaching philosophy. Unlike Waterloo, if the whole class got an “A” the MIT professors would be happy and proud (whereas at Waterloo an “A” class average would be the cause for a professor’s reprimand). The mental modelling skills I developed at Waterloo definitely came in handy at graduate school because they enabled me to learn rapidly with scarce information. 3. Be of service to your fellow classmates.

I’ve personally observed and heard anecdotal stories that many students in highly competitive programs are reluctant to share what they know with their peers; a good example being the vast number of students in a top ranked science programs competing for the very few coveted spots in med school. I’ve seen people in such situations be afraid to share what they know because the fear it could lead to the other students “getting ahead” while leaving them behind. I would actually recommend doing the opposite: share liberally. You can’t expect help from others if you are unwilling to help others yourself. I spent hours tutoring people in subjects I was strong in. But, conversely those same people were usually happy to help me with my weaknesses when I needed it. I also found it easier to get good teammates – which is essential to getting good grades in team-based classes. I found I learned a LOT from other people. And their questions helped me to prepare for questions I may not have thought of – some of which would appear on the exams. 4. Understand how the professor grades. 

Like the real world, the academic world is not always fair. You need to understand who is grading you and what they are looking for. Oddly, if you actually answer questions as written, you won’t get full marks from some teachers. Some professors expected more than the answer. Some only accepted the answers taught in class as opposed to other factually correct answers – which coincidentally can easily happen if you rely heavily on mental models. Some expected you to not even evaluate whether the answers to their multiple choice answers were true or not; only to notice which answer choices aligned or did not align with the theories taught in class.  Some highly value participation in which case you ought to have a mental model of what they are teaching based on their assigned readings. The sooner you know who you are dealing with, the sooner you can adjust to their way of grading. Thankfully I considered the vast majority of my professors to have graded in a fair manner. 5. Get involved in research while still in undergrad.

Academics is a means to an end. To me that end was “solving problems” and “building stuff” specifically systems and organizations.  Depending on the school you apply for, your research may be just as important, if not more important, than your grades. In fact if all you have are good grades your chances of getting into a top ranked CS program with a research component (e.g. MIT, CMU) are slim to nil; though you might still be able to get into a top-ranked courseware-based Masters (such as Stanford where there is no masters thesis). I did an Artificial Intelligence research project in undergrad and posted it on the internet. Not long after it was cited in three patents from IBM, AOL and another inventor. Then 40 other people cited my work. I feel this helped me get into MIT because they saw that I could come up with theories with practical applications. It also led to internships with top research teams whose work I am still in awe of. This research also helped my graduate application. None of this would have been possible if I didn’t do research in undergrad. 6. Attend classes.

I do not understand the students who claim they did well without attending class. Many professors will only say certain things in class. Many classes only present some of the material in class. If you don’t attend class you simply won’t get that material. You also won’t be able to ask immediate follow-up questions. I also found speaking to the professor after class was an efficient way to resolve contradictions I had found with my mental model. 7. Time management is key – especially in undergrad. 

In my competitive undergrad program I once learned that a friend who achieved top 5% status actually timed how long he ate. While I do not suggest going to such extremes I offer this modest advice. I suggest spending no more than 30 minutes trying to solve a problem you can’t solve by yourself before appealing to office hours or another knowledgeable student. I also suggest you ask questions of your professor during or after class as opposed to leaving the class confused. This reduces wasted time in an environment when time is a very precious commodity. 8. Going out and having fun is conducive to good grades. 

In my early undergrad years I studied as hard as I could. And I thought this meant putting in as many studying hours as possible. But I later realized that going out and having fun refreshed the mind and increased grades. Unfortunately it took at least 2 years for me to understand this lesson. 9. Learn how to do advanced Google searches.

This is an essential skill that enables you to answer your own questions, quickly. At a minimum I suggest you learn how to use the following Google search operators  ~, -,*, AND,OR, and numeric ranges via the double dot (“..”) operator.  The “site:” operator is also often helpful. I also found adding the word “tutorial” to a Google search often yields great introductory materials. 

10. Turn weaknesses into strengths.

While studying for standardized exams I learned the importance of addressing one’s weaknesses as opposed to ignoring them.  If you make a mistake on a question, it is because of a weakness within you. If you do not address that weakness it will follow you to the exam. I learned this lesson when studying for standardized exams. I was able to legally buy 30 old exams and thought the best approach to studying for the exam was to do as many old problems as possible. But as I completed each exam I kept getting the same score  (+/- 5%) over and over. I had plateaued! But then I made a tiny tweak and my scores kept going up. Specifically, after each old exam, I would identify my weaknesses that led to each wrong answer, prioritize the weaknesses according to the degree to which they affected my score, and would address them in that order.  When I did that, my scores increased steadily all the way to the highest possible percentile (99%). I later realized that such standardized tests are designed to provide consistent scores (if the student does not study in between the subsequent exams to address their weaknesses). In fact that is one of the statistical measures used to measure the quality  of a standardized exam and it’s called “Reliability”  (Google for “psychometric reliability” to see what I’m talking about).

I JUST CAME ACROSS IT AND I WAS SO SO CONFUSED AHAHAHABBA

I can’t believe Simon Fairchild made a tumblr back in 2012 just to make the “do you love the color of the sky” post and harvest the low-level dread it brought for years. 

fuck knows/100

yes i am definetly restarting this thing

WELL I JUST FINISHED MY EXAMS AND IT WENT ACTUALLY PRETTY FUCKING WELL HOLY SHIIITTT

now time to study whatever the fuck i want

I have been waiting for this moment a long time

Writing Tips/What Beta Readers Taught Me

Since I’ve been learning a lot from my beta readers, I’d thought I’d share what I’ve learned (and just some general writing tips) here. (Mind you, this is just off the top of my head so not everything from the beta notes is included.)

- Besides themes find the “glue” that hold your story together. For example, in Avatar: The Last Airbender, the glue was the Fire Nation War (and trying to stop it). This main goal was present throughout all four seasons, including in the side-quests. All characters had different motivations for teaching Aang, but the war kicked off all the events and was why Aang was learning the elements to begin with.

- In order to help the characters feel more like real people, have them react differently to the same event. For instance, when a character dies, Person A could be sad about it while Person B could be angry.

- Don’t be afraid to extend out scenes for tension.

- Have your character asks questions. Especially if they’re new to a place/culture.

- If you want to do a twist, drop small clues leading up to it, so it won’t come out of nowhere.

- Don’t have the characters share everything with each other.

- For research, try to find a video/source with a first-hand experience. For example, for anxiety, try and find a video with a person talking about what its like to have anxiety.

- It’s always good to have a second pair of eyes of your writing.

- When it comes to descriptions, use the five sense to help draw the reader in. Namely touch, sight, smell, hearing, and taste.

- Have the character’s choices impact the plot, not the other way around. For instance, Aang running off after learning he was the Avatar was what allowed the Fire Nation to succeed in the war. 

- Find the main theme of your story (see chart) and revolve everything (character arcs, chapters, etc.;) around it. This will help cut out fluff chapters and make the writing more cohesive.