Saturday, February 19, 2011

Brilliant

More than two decades ago, I read Mark Johnson and George Lakoff's book Metaphors We Live By. It knocked my socks off with its brilliance. "Yes," I thought. "Our language reveals the metaphors that shape/control our thinking. I'd never thought about it like that, but he's so right!"

I thought that same thing this morning when I read this article Lakoff wrote: "What Conservatives Really Want." In it, Lakoff lays out all the moves that conservatives make in the public sphere - including shaping/controlling the language ("80% of the talking heads on TV are conservative," Lakoff reminds us - he could make the same claim about "talk radio").

By listing all the moves conservatives make, he reveals that the controlling metaphor of conservatives' worldview is the autocratic "strict father": they want the world to be structured like a head-of-household family where the strict father makes all the decisions, is not questioned, metes out the [necessarily physical] discipline.

With this kind of family, the social contract that Democracy promises (that we-the-people have a social responsibility to our fellow citizens) becomes a threat: helping others in the wider culture undermines the authority of the strict father.

Lakoff articulates SO clearly the views I've had for at least two decades but haven't been able to formulate, other than to say we're living through the last desperate gasps of the Patriarchy. To me, no one talks about the masculine violence that's behind all the criminal activity, economic greed, and gun-toting fear we see around us.

Conservatives campaign on the slogan "Take our country/state back!" (Minnesota's recent Republican candidate for governor used this phrase, even though our state had been suffering under a Republican governor for eight years. No logic there, but "strict fathers" don't work with logic; they work with fear). Back to where, is of course the question. Turning out country back in time seems to be the conservatives' goal - when men were men, women knew their place, and Dad yelling "Get off my lawn!" and following that up with a few firings of a 410 shotgun are appropriate ways to act.

Change is automatically a threat to the "strict father." And our speeded-up, technologically enhanced pace of change scares these fathers (who can also be "Mama Grizzlies"), but "strict fathers" cannot show that they're scared. So they scare everyone else instead. And then use the threat of physical violence against everyone else.

Back to Lakoff: he sees the Wisconsin protests as a hopeful sign of real citizens who want to make the world a better place (real public servants such as teachers, pipe fitters, fire fighters, rather than the fake "public servants" that politicians claim to be, in another theft of a good metaphor). I applaud his article and want to share it far and wide.

Read it and pass on his clear thinking.


Thursday, February 17, 2011

Learning something new

A former student (I'll call Tracy) who still keeps in touch with me via Facebook has taught me a lot about a slice of American culture I know very little about: lower-middle class rural lesbians.

Tracy and her partner "Hannah" live in the country north of the Twin Cities, in a 70s split-level house with land enough for a half-dozen horses, four dogs, many barn cats, and two children: Hannah's son Christian from one of her marriages (she's had two) and daughter "Sage" that she had via donor insemination while in the relationship with Tracy. (Sage was a bargaining chip when Hannah broke up with Tracy last year - Hannah told Tracy to move into the basement but couldn't move out of the house because she had to "babysit" Sage. Eventually, the two got "back together," and now Tracy is trying to get inseminated.

These women come from extremely damaged backgrounds: lots of sexual abuse/incest, family members in prison for drugs and sexual crimes, suicide of family members, lots of drinking/meth/drug use. Hannah turned to religion (fundamentalist Christian) as a way to make sense of her life; she'd gotten a degree from Bethel, so Christian propaganda had been taught to her. For a while, she dumped Tracy "for Jesus" and because it was a sin to be gay. She dated a series of guys she'd pick up on Craig's List; Tracy (as well as Hannah's 12-year-old son) was still living in the basement while Hannah would bring the guys home.

Neither of them can hold down jobs, and they are both enrolled as students at Capella: Hannah for a master's in counseling (!) and Tracy for a bachelor's in law enforcement. I don't know how they make their mortgage payments, feed their horses, or pay for the sperm. Tracy's getting the second insemination tomorrow (the first didn't result in conception). She shared that news, among other things, with me on FB tonight:


tommrow is the day. HOpefully it works this time!

Me: Good luck! What time should I be sending my good karma?

thanks. Its at noon. Everythign has been going much smoother this time around, and because I bough more sperm hopefully that means it will take so I can be out the money :)

Me: So you buy sperm in different quantities? How much is it??

I was on the wait list for a guy that was half black/half white, and he is no longer donateing so I took them when I had the chance. The one I am useing tommorow is the same donor as Sage and the only one left of him. They are $395 each
unless I want one with more options

Me: more options? What would those be? (And it makes sense to get the same as Sage, don't you think??)

if you want it so they can meet the donor when they turn 18, or if they have a Doctorate degree,

Me: it costs extra if the child wants to meet the donor??!! That sounds really weird to me: why would it cost extra?


yea. I only have one left of him, he is no longer donating either. That is why I want tommorow to work. Hannah is worried about me having 4 eggs tho
cause not all donors agree to it
Me: hmm, but I still don't get why it would cost more for you if donors don't agree: are you saying that the donors who *do* agree are the more costly sperm?
right if you want that option then its $560 a vial, and if you want doc its around $700

Wednesday, February 9, 2011

This morning's Writer's Almanac


In Praise of a Teacher

The reason Miss Delaney was my favorite teacher, not just my
favorite English teacher, is that she would let me read any book I 
wanted and would allow me to report on it. I had the pleasure of 
reading The Scapegoat as well as We the Living as well as Silver
Spoon
 (which was about a whole bunch of rich folk who were 
unhappy), and Defender of the Damned, which was about 
Clarence Darrow, which led me into Native Son because the real
case was defended by Darrow though in Native Son he got the
chair despite the fact that Darrow never lost a client to the chair
including Leopold and Loeb who killed Bobby Frank. Native Son
led me to Eight Men and all the rest of Richard Wright but I 
preferred Langston Hughes at that time and Gwendolyn Brooks
and I did reports on both of them. I always loved English because
whatever human beings are, we are storytellers. It is our stories
that give a light to the future. When I went to college I became a 
history major because history is such a wonderful story of who we 
think we are; English is much more a story of who we really are.
It was, after all, Miss Delaney who introduced the class to My
candle burns at both ends; /It will not last the night; /But, ah, my
foes, and, oh, my friends— /It gives a lovely light.
 And I thought
YES. Poetry is the main line. English is the train.
"In Praise of a Teacher" by Nikki Giovanni, from Quilting the Black-Eyed Pea. © Harper Perennial, 2002. 

Monday, February 7, 2011

Too much good stuff

Class discussion is one of my favorite things: students coming to some realizations about the readings because they listen to what their colleagues have to say.

Tonight, lots of students changed their minds about "which genre [poem, short story, essay] is most powerful when it comes to expressing the theme[s] for tonight."

We'd read a poem, "The Cross and the Pagan," by Elaine Goodale Eastman; an essay, "The Great Mystery," by Charles Eastman; and three short stories: Steven Crane's "The Bride Comes to Yellow Sky," Alice Dunbar-Nelson's "Sister Josepha," and Paul Laurence Dunbar's "Mr. Cornelius Johnson, Office Seeker."

Lots of "tensions" to talk about: between religions, between races, between cultures. Or maybe the preposition should be "across": across religions, races, cultures. Or maybe "among"!

Wednesday, January 26, 2011

Mary Astell

For my British/Colonial women Writers class, I'm reading a biography by Ruth Perry called The Celebrated Mary Astell: An Early English Feminist.

An early footnote lists "[a] selection of classics of early scholarship on learned women and women writers and the conditions that shaped their lives" (p. 471, emphasis added). These "classics" go back quite a ways - historical scholarship about literary women is not a modern invention.

I'm listing the dates here and hope to get the titles of the articles/chapters/books at a later time:

  • Two from the 19th century: 1861 and 1862
  • Two from the second decade of the 20th century: 1913 and 1919
  • Six from the third decade: 1920, 1925, three published in 1929, one in 1929-30
  • Five in the fourth decade: 1931, two in 1933, 1935-36, 1936
  • Four in the fifth decade: two in 1942, 1946, 1947
  • Five in the sixth decade: 1954, 1956, two in 1957, 1958-59
  • One in the seventh decade: a volume spanning 1965-67
Overall, Perry claims 25 *classics* re. women and creativity: where have all these classics gone?

Tuesday, January 25, 2011

Join Us!


Monday, January 10, 2011

Community colleges are the thin, leading edge

Now we learn that the shooter went to community college, which is the first thing I thought when I read the strange syllogisms on his YouTube videos about "conscience dreaming," currency, and grammar (which he used erroneously): his YouTube channel has now had over 2 million views.

Sunday, January 9, 2011

Monday, January 3, 2011

To Save

As I clean out my email inbox, I find tons of good links to nature writing websites (that's the beauty of Google Alerts, which I can't always read when they come).  I'm going to start a list below, in no particular order, so I don't lose the info:

Wednesday, December 29, 2010

Thinking ahead

The new semester starts much sooner than I'd like to contemplate (Jan. 10!).  I am teaching familiar courses, so I don't feel much pressure - yet - to finalize my syllabi.  I do wish the new edition of my American Lit texts would arrive . . . I'm going to have to make a few changes to the reading list.

Mostly, I am thinking ahead to Fall 2011, when I've agreed to teach a night Shakespeare course.  Shakespeare!  I've only ever taken a course in college, although I have some vague memory of grad school Shakespeare . . . perhaps just the sonnets.

My pal Ray just sent his annual invitation to a Shakespeare play - the Guthrie has The Winter's Tale this year.  (If you click on the play-title link, you'll go to SparkNotes, which I am going to use as a main text for my course next fall - why not use the resources that my students would turn to, anyway?  And SparkNotes has "No Fear Shakespeare," which has side-by-side translation into "modern" English.  Yay.)

Thursday, December 16, 2010

Proof?

Here's a passage copied exactly from a student's end-of-semester portfolio reflection:

"Another thing that I have really improved in my writing is being too wordy. This is another problem that I did not realize before coming to my English class.  Throughout the class time in English I have became better at not being too wordy.  This is also why I chose to write my first [assignment] on the reason why I chose the video Nine Steps to Writing a Good Essay.  This piece is an opinion piece, and I knew that this could be an easy piece to be wordy in.  This is the reason why I chose to write an opinion piece, to challenge myself.  When reading this [assignment], I believe that you will notice that I am not as wordy as I use to be."

Well, I hope so - whew!

Maybe I'll use this passage in the future as an example of irony . . . it wouldn't be contradiction or hypocrisy, would it?

Tuesday, December 14, 2010

Of course

Because grades are due tonight, the email system at Metro State seems to have gone down - and I need to check my email to find the obscure password that I need twice a year to submit my grades.  I've been trying for a few hours.

Sheesh.

On another note: I've finished all the grading for that class!  I had 25 essays, 12 reading journals, and 14 final exams.

I've also finished creating the exam for my Intro to GLBT Studies course (and graded eight reading journals and six fifteen essays for that class - about a third of almost all the students).

I've also graded 10 of 36 portfolios for my writing students (five or six essays in each!).  A few students stopped by my office today to pick up their portfolios: naturally, the students who stopped by are not the students whose portfolios I've finished.

My tech writers are still working on the final exam (three submitted - two are definitely A exams), so I won't grade them all until they're all in.

The end is in sight.

Typos

Sometimes the student reliance on spell check results in funny sentences:
  • "Actually, from these strengths and weaknesses I learned valuable lesions for myself."

Monday, December 13, 2010

Grading

I have tons and tons of grading to do (38 portfolios, 5 essays in each, some with final exams too; 45 final lit essays, 12 exams too; 14 tech writing projects and final exams), but all I want to do is read some Shakespeare.

Decisions, decisions!

*Update*
I use blogging in my courses so that students can practice low-stakes writing for their peers (and also to teach a bit about technology: many of my students have never heard of blogs or blogging).  This semester, students blogged about our college's common book The Good Soldiers.  Here's one student's final post (I post it here as evidence of the level of student I'm teaching this semester -- is she ready for FYC?  I don't think so, but we'll see . . .):

My last time.
For my last blog post I would like to put my final words about how I feel about the book we have been reading this second half of the semester. I feel that at first the book was really boring. I felt this way because I am not into reading and if I need to read something I need to read something that interests me. So I knew I had to suck it up and read parts of the book. The first two chapters I was very confused I didn't even know what they where talking about so I decide to just skip into the middle of the book and see if I could pick up what Finkel was talking about. I started to read maybe five pages and I was understanding what he was talking about and so I just kept reading. After just reading about three chapters in the book I understood what was somewhat going on in the war. I kept giving more and more respect to the solders that were over in war and what they were going through. I still get confused though when they use the privates numbers and say numbers with letters in the book because I still don't understand what they are talking about. I do want to say though I think Julie made a good choice of a book to pick for the English class.

Wednesday, December 8, 2010

Stretch

What *real* active learning space might look like - not what we have at Century.

Tuesday, December 7, 2010

Need This!

I just received an email from a student who took Tech Writing with me about five years ago (or maybe seven!).  He went to the U of M from Century, double-majoring in Computer Science and Asian Languages & Literature.  His message here a good antidote to the grumpy tech writers who are finishing the semester with me right now:

Hey there Julie! I was just thinking about you the other day!


I've been doing some tech writing at my new job, trying to fix some awful grammar meshing 30 'styles' that a designer thought would 'go together' well on a website.


I've been living it up China for the past year and a half since graduating from the U; last year I was a teacher in Suzhou, and since this fall I've been working for an website dev company in Shanghai. I miss beauty of our great state and I wish I could be around for it's changing seasons. I hope all is going well with you in MN! I'm glad you're still teaching, the world needs more teachers like you!


Just wanted to drop you a note to say thanks again for your help and support when I was at Century and afterwards. You made such a great impact on me and surely countless others!


Sincerely yours,
Nathan

Sunday, November 28, 2010

Contraindications

This week has been a short work week because of the Thanksgiving holiday.  I started my week with the usual full Monday: I have three classes that day plus office hours, so I'm working from 9:45-3:45, pretty much non-stop.  This past Monday, I had asked a student to come by my office hours to chat.  Here's why:

A couple of weeks ago, two technical writing students (I'll call them Mo and Jeff) stopped by my office to express themselves, wondering where their most recent assignment was because they "needed feedback" so that they "wouldn't mess up" the next assignment.  Never mind that I had devoted half a class period to providing feedback to the whole class based on what I noticed on all their assignments.  On the board, I'd listed the things that had been done well and things that needed to be improved.  I had given individual feedback to about half the class, but not yet personally to Mo and Jeff.

Jeff also complained that I "didn't lecture enough" and so he didn't ever know what to do in class: if I talked individually to another student during workshop (after giving the whole class a task), he didn't know what he was supposed to do.  So the next class period, I "lectured" and then gave the students an exercise to apply that lecture.  Unfortunately, Jeff spent most of the lecture browsing through his grades on our course website instead of listening.

The biggest shock came that evening: my dean called me at home to say that Mo and Jeff had come by her office to complain that I didn't get their work back to them in time.  Mo in particular said that she thought I had "too much to do" and couldn't get my work done.  (I guess I should be impressed that Mo would take this strategy: it shows she's listened when I've talked about audience analysis and technical writing.  When my students have asked whether or not they have to remind me what projects they're working on, I answer with the fact that I am teaching 120 students this semester, and it's entirely possible that I would not remember their exact project.  Mo took this information and concluded that I had "too much to do.")

Anyway, the call from the dean was a shock.  I asked about contacting the students individually to say that I'd talked with the dean; she said okay.  I asked Mo to come to my office because I must have misunderstood something since our face-to-face conversation in my office the previous week had seemed to have ended well.

This Monday, Mo came by and said, "We talked with the dean because after we talked with you, nothing changed."  (Timeline update: they talked in my office on a Wednesday after class; the next class meeting was Monday, the day they expected to see some type of change.)

When I mentioned about the class "lecture" that Monday, she responded that she gets nothing out of class and it doesn't matter to her what happens in class.  When I mentioned that I also had returned her assignment *and* given her extra time to turn in the next assignment, she said that I should have done that for everyone because "probably other people have the same issue" (they don't).  She then spent quite a bit of time saying that 1) she was a bad writer 2) she was only taking the class because it was required and 3) she didn't get anything out of coming to class - it was a waste.

Hmmm.  So I flat-out said something like "You'll have to help me understand what seems to be a contradiction here: you say that you are a bad writer, you don't get anything out of class, yet you seem to want a good grade: how do you think that is going to happen?"  She didn't know.  She didn't think I could do anything in class, and she didn't think she could do anything.

I'm extremely puzzled: did she just want to vent?  Who, exactly, would she be mad at, and why?   She's told me that she's already earned her nursing certificate (but she can't find a job - I wonder why).  So I'm not sure why she's saying that this course is required for her program.  Maybe she just needs to get a B and sees that it might not be possible?

She also complained to the dean that she was active military and that I didn't give her the accommodations required.  First time I heard she was active military is when the dean told me.

So I'm a bit pissed off at Mo and Jeff: they're team.  He makes fun of her every chance he gets - he fancies himself the class clown - and she seems to need his large bulk as protection somehow.  The two of them will get through the course, but I can't imagine a grade higher than a C for either of them, given how they write and how they contribute to class discussion (two primary ways of earning grades in our class).

Tuesday, November 16, 2010

It's that time of the semester

This week, my tech writers have been unhappy with their workload (even though they have chosen their tasks and their timelines) and thus with me.

Two came into my office last week to tell me how to teach the class: you should lecture more to the whole class; don't talk to people individually in the classroom because "then I don't know what to do: should I start reading something else?"

This comment came after I had given students an activity (to support that day's "educational objective," which I had written on the board and which I had introduced with some talking to the class that evidently the student did not find sufficient as a "lecture").  While students were doing the activity, I circulated around the classroom, commenting on their work, asking if anyone had questions.  A couple of students had questions, so I stopped to talk and answer.

The fellow with this complaint is someone whose only contributions to class discussion come in the form of jokes, often at the expense of his friend, the woman who came into the office with him to "discuss" my teaching.  This young man also spends less than 30 minutes composing his most recent assignments (I ask all students to complete a "cover sheet" with assignments, recording what they did to complete the writing task; most students spend two to four hours creating these current memos.)

So I understand this guy as a lazy, below-average student (he's in law enforcement), and I recognize the type (blame someone else for my own faults).  The young woman, on the other hand, she's a puzzle to me.  After a call from the dean yesterday (yes, after the students talked to me, evidently they were still pissed enough to talk with the dean), I found out that the student is active-duty military.  She's never mentioned that to me before (except in my office to tell me that I had "not given her" extra time to complete a quiz about a month ago when she was at Camp Ripley).

This student is mad at me because she hasn't received a grade for a September assignment: that's true - only two students have received grades because these assignments came in the same time as my grandma's death and funeral, and I had computer problems with the assignments, so I got behind.  I've been up-to-speed with other assignments instead of going back to those -- a problem, to be sure, but one I've explained to students and asked for their patience, something I would appreciate as I continually tweak the course to meet their needs: moving due dates, moving online class dates, adding another hour of "chat" even though it's a huge struggle for me to attend, giving them more chances to do open-book online quizzes.

*Sigh*.  I'm just so tired of trying to teach students to write -- it means I have to read and comment on what they write, such a time-consuming activity.  I have at least one colleague who assigns two papers in a 16-week semester (I have many, many more), the first of which is due week 9 of the semester.  These students are not learning to write: they are just writing anything (I worked with two of them in the writing center, and their "research papers" consisted of a pastiche from Wikipedia and other sources, a cut-and-paste that would cause an F in my course).

I am struggling with knowing how to be a good, ethical teacher in an environment that doesn't support those kinds of teachers.  What do I sacrifice?  How do I compromise?

Tuesday, November 9, 2010

The Serial Comma

So using the Oxford Commas (as it's also known) is really important, I tell my students. Click on this news clipping to make it bigger (and to see the joke).
Thanks, Dave Beard.

Thursday, October 28, 2010

Meetings

I suppose it's good that I go to meetings . . . they're opportunities to share, tell stories, learn about other people's problems so that I don't feel alone with our IT shenanigans (no, that's not the right word: not negative enough - it's IT irresponsibility or arrogance or ineptness or all of the above).

The worst story I heard today was an instructor whose course -- a course teaching students how to use MS Outlook -- could not / would not have said software loaded on to the classroom machines (or the instructor computer).  The head of IT (AKA our CIO and Assistant Vice President for Technology) said that he didn't think it was "pedagogically sound" to teach Outlook skills in a hands-on lab setting.

Right.

Sure, I think it's unethical to charge our students college tuition to learn a software package, but our college has two programs that basically do just that (Office Technology and Computer Applications - these are programs left over from the "merger" when a community college and a technical school merged to form Century).

The things you learn . . .

Tuesday, October 19, 2010

Midterms

Here's the list so far since Sunday:
  • created two exams based on student input (ENGL 90: Introduction to Writing and WGST 1071: Intro to GLBT Studies) = 6 hours
  • graded ENGL 90 student portfolios (three pieces of writing, the exam, and two blog posts; wrote individual letters to each student, including their point percentage at this point in the semester) = 9 hours so far for the first 28
  • scored discussion posts and quizzes for ENGL 1025: Technical Writing = 1 hour
  • conducted 27 conferences in my office (had to clean up office a bit first) = 6 hours (have 10 left; 5 missed, one because she had a baby!)
  • chose my courses for summer at a "blood-letting" meeting today = 1 hour
  • worked half of my Writing Center shift = 1.5 hours
  • met with two of my classes = 2 hours
To do before tomorrow:
  • finish grading WGST 1071 exams (18 half-done)
  • finish ENGL 90 portfolios (11)
  • eat supper
My eyes are bleary!

Tuesday, October 12, 2010

Images of teachers

I missed UNESCO World Teachers' Day (Oct. 5). 

But here are a bunch of pictures of teachers around the world.

Thursday, September 30, 2010

Amen

William Shawn, New Yorker editor: "Amid chaos of images, we value coherence. We believe in the printed word. And we believe in clarity. And we believe in immaculate syntax. And in the beauty of the English language."

Wednesday, September 29, 2010

Where Good Ideas Come From

Double-click to make this video big enough to watch (it's good!)


Tuesday, September 14, 2010

For Patty

 
see more Funny Graphs

Tuesday, September 7, 2010

Confusing: update

So I offered to talk directly to John Doe, apologize face-to-face, tell him that I had no intention of insulting him -- only trying to give real, specific feedback that I thought would make the website better.  I told the dean that it seemed to me that the misunderstanding could be cleared up by a real conversation.

Dean said that I couldn't talk directly to John Doe: " Before you talk to [John], I feel that I should find out if he is OK with the conversation--again, since [John] and I don't work together and I have been asked to step in.  Can you give me a little time to make sure [John] is comfortable with this approach."

Well, yes, I told her to let me know what John said.  Here's that message: "Hi Julie--I received an email from [John].  He does not want to meet.  Thanks for your patience."

Patience, indeed.  Now I'm trying to figure out how to convey feedback at our college -- especially tech-related feedback.  I watched a college Facebook video about Learning Communities today and noticed one misspelled student name (my Hannah is not Hannan), one misspelled instructor name (PaKou is not the same as Pakou) as well as the wrong name of my friend (who is Cullen Bailey Burns, not Cullen Burns).  The video kept pausing, too, not for "buffering" but to "load" while it was in Facebook (this pausing doesn't happen in YouTube).  Hmmm . . . did the creators actually watch it after they created it?

Our tech infrastructure is so tenuous -- and evidently so are the egos of our IT folks.  Today's college-wide network crash (at about 2:00 p.m., as my students were trying to save and print the work they'd completed in class) provided another real-world example of the fragility of our IT infrastructure.

How to talk about all these things on my campus?  I'm not sure . . . .

Thursday, September 2, 2010

Confusing

On Tuesday night, I received an email from my dean, asking me to a meeting she'd set up so that we could "have a conversation about a concern that she'd been asked to address."  When I asked for a bit of info so that I could prepare, she said it was "best" that I just show up.

So I did, today, after conversing with quite a few people yesterday about how weird it was that I was being asked to talk about a "concern" yet not told what it was.  One friend said it was a "set up"; other friends encouraged me to bring along a union representative.

Anyway, the dean started the conversation with "I need to talk to you about your email to John Doe."  John Doe?  I wracked my brain, trying to figure out who that might be, what email I might have sent or someone else might have sent.

Turns out I'd sent feedback, submitted via the "feedback" link on our new college website, that insulted the recipient, John Doe.  Feeling hurt and insulted, John had told his supervisor, who'd told the academic VP, who'd asked my dean to handle it.

It never occurred to me that the "feedback" link would be a *specific* email to a *specific* person.  Usually, info given via feedback is routed to the folks who can deal with the concerns.   Not at my college: our "feedback" goes directly to the webmaster himself.

Evidently, what upset him so were my capital letters on "EXTREMELY" and my final comment that our college website has been used by other colleges as what not to do (I'd heard that this summer, and was a bit chagrined).

*Sigh*.  Our college's infrastructure and communication has been bad for all the years I've been there, and now the technology is exaggerating the gaps.  It's worse than I've ever, ever seen, anywhere.  Our "public face" embarrasses me and confuses students.  We have put the entire design of our college's website in the hands of a easily-offended fellow who does not have a four-year degree and therefore is intimidated by faculty.

Why didn't we hire a webmaster who had earned at least a bachelor's degree?  It seems shortsighted to choose someone with an AA degree as the designer for a *college*'s web presence.

Wednesday, August 25, 2010

Telling the Truth

I've been thinking of using this blog to tell what really goes on at my college: the happy stories are easy, of course -- like the goofy summer-school student who stopped by my office today, pleased to spend an hour chatting because she had two hours "to waste."

She wanted to show me a book she'd checked out of her public library -- "The Gay Rights Movement" -- wondering how she could buy it.  I spent 45 minutes with her, analyzing "The Children's Hour," hearing about her classes, including ear-training and logic (the textbook's cover photograph of trees in mist really confounded her: how is that the image of logic?).

But what about the not-happy things that occur all around me?
  • Tech writing students who, asked to talk about "usability," immediately begin sharing horror stories about our college's new website.  
  • The faulty registration system that did not screen the students for honors courses; as a result, both students and faculty have been surprised this week to find that what they thought they were signing up for is not what they've received.  
  • Faculty and student training sessions led by someone who treats all the participants like children ("If I raise my hand, that means you should stop talking!").  
  • Financial aid not distributing vouchers for book purchases until the second week of the semester -- so students cannot begin the reading unless I lend them my personal books (which I continue to do). 
I could write a longer list.  It might be healthy for me to purge in this blog, but I'm not sure . . . should I tell the truth about how much worse the infrastructure has gotten since I arrived 9 years ago?  Many, many things are worse, and part of the reason I think is that our president has hired his pals instead of smart people: young men who are protecting their fragile machismo by treating others badly (especially the women who run the joint).  It's just so classically sexist that it's almost funny.

*Sigh.*

Tuesday, July 27, 2010

Better Blogging

While I have been taking a break from this julie@century blog this summer, I have been working with another blog with my online tech writing students.

The course ended yesterday, and I have to say that asking students to write and share blog posts has been a *terrific* learning experience for them, the best blogging I've read since I've been using this assignment. Here's how it works:
  • I asked them to sign up for Google Alerts to get messages about "Technical Writing" in the news (analogous to the in-class discussion we would have if we were meeting f2f). The news stories show up in their email inboxes, usually 4 or 5 a week.
  • I put the instructions for how to set up this alert right in the syllabus -- it's a first example of instructions, which is the second assignment students write for the class. (A syllabus is a piece of technical writing, after all.)
  • I have created a private blogspot blog for the class, and I add new students to the blog every semester. I keep adding students instead of creating a new blog for each class because I want students to see what others have written over the years -- examples of good and bad blog posts (practicing genre analysis!) help them write their own.
  • Students should post eight times in the eight-week semester: 4 times before midterm and 4 times after midterm. Commenting on 3 classmates' posts can substitute for one of their own posts. They can decide when to post, but only one post per day counts. (I used to ask for weekly posts, but students would forget. And one semester, students posted all their posts at once, which defeats the purpose of getting them to think and share.)
  • Posts are worth 10 points each -- totaling about 1/10th of the points for the course.
  • I don't check spelling, grammar, mechanics -- the only comments I make are about analysis: simply summarizing or copying the news item is not sufficient. Students must post what they *think* about what they've read.
Overall, this semester the students have realized that technical writing is all around them. Some profess to have more respect for technical writers, seeing for the first time all the hard work that goes into creating documents at their workplaces. Here are some example student posts, just as they appeared (weird formatting, spelling errors, and all -- be sure to notice that one Ethiopian student liked a W.B. Yeats quote!):

You can Learn Writing Style- What is Techncial Writing

I received this article in my inbox this morning and thought it would be interesting to read through it since it pertains to what we have learned in our online technical writing class. This article was written by: stevesheriw. he describes technical writing as a way to inform, instruct or persuade, argue within a document. He also goes on to say that what ever you write is some form of technical writing as in resumes, memos, letters, reports, instructions, etc. Some of these forms of technical writing styles were some of our required assignments for this class which made it clear as to why they call it technical writing. Steve also points out that there are 7 steps to consider when writing a document, these steps are; Purpose, audience, content specific to it's purpose and audience, write clearly and precisely, make good use of visuals, and last but not least; be ethical in your writing.

Where have I heard this before, oh yeah, I read about it in the reading assignments and the introduction of our handbook.
http://www.technicalyp.com/?p=372

Top 5 Technical Writing Skills That Pay Big

http://technicalwriting.phoenix-blogs.com/top-5-technical-writing-skills-that-pay-big/

The article goes over the top 5 tech writing jobs that pay big- the reason that I enjoy the article is because over the past semester I have truly payed respect to technical writing. It is a field that will be around forever to meet the needs of people from all types of society. The top 5 payed jobs are as follows:

- Information design

- Information architecture

- Training material development

- Illustration

- Typography

Everyone in the class should appreciate what a vast field technical writing is. It effects everyone (especially college students) in their day to day lives! I have enjoyed the short and challenging semester of technical writing, and I truly believe that it is something that everyone should have a basic understating of. Writing skills are a necessary thing in a society that is based around commercialism.

Technical Writing involves many things that need to be considered before writing a plain draft and Audience analysis is one of them.

This article points out about the kind of audience we need to consider while writing a document. There are 3 main types of audience: a non technical, a semi-technical and a technical. Gender and age also plays a role. As a technical writer we need to focus on the audience’s interest. When considering translation into another language for the document it is even more important to write a simple but clear language to avoid meaning changes. All those information make it clear that it is hard to write a document for multiple audiences. Satisfying all the readers is a hard task.

I liked the statement of William Butler Yeats (1865-1939) used in this context: “Think like a wise man but communicate in language of the people” Not only in technical writing gives this success but also in other fields of life.

http://www.bukisa.com/articles/321195_why-keeping-your-audience-in-mind-while-technical-writing-is-important

Tuesday, June 8, 2010

Student typo

I love this line from today's Technical Writing student discussion post to another student: "I am sure you will do great in technical writhing this summer."

We all might feel like the course is "technical writhing" by the end of the summer! :-)

Sunday, May 30, 2010

For Class

The New York Times section called "Vows" has a weekly wedding video. This week, it's a great video of a same-sex couple. Enjoy!

Friday, May 21, 2010

Punctuation

I just found this Salon.com article from 2008: "Is the semicolon girly?"

Hmmm. And of course the implication is that "girly" is undesirable, yeah.

The best line in the article is the last one: "Lynn Harris: Wait. And the period is manly?"

Makes me think of Gloria Steinem's 1978 classic "If Men Could Menstruate."

Thursday, May 20, 2010

What motivates us

Check out this video, made from a talk by Dan Pink. (Double click on it to see the whole image.)

What if every organization could embrace these ideas?

Wednesday, May 12, 2010

Where I work

I work at an institution with one of the worse IT infrastructures I've ever seen. Here's the latest weird thing IT cannot do:

When someone changes her name (for example, by getting married) and needs to update her email address, she will miss out on a lot of communication because of this "fact":

"[T]here is no way for IT to forward e-mails going to my old address to my new address (or to make things come to my old address from my new address)"

So we have an IT department that can't figure out how to forward email.

*Sigh*.

Tuesday, May 11, 2010

Literature students

  1. Reading end-of-the-semester work from my American Women Writers class, I've run into two surprises (more to come, I'm sure):
  2. One student copied Sparknotes as her "reading journal," which is supposed to be a piece of writing every week before class to jot down some thoughts about the day's writers.
  3. One student wrote this run-on sentence about poetry: "Then with [Audre] Lorde and [Adrienne] Rich it was the whole poetry thing, I just don’t understand it, its not that I don’t like poetry, but I think I like the more popular and classic stuff that’s a lot easier to understand, like Dr. Seuss or Shell Silverstine.”

Popular and classic poets: who knew?

Monday, May 10, 2010

Desperate Slacker

Here's an email response I just received (today, first day of finals week) from a student who has missed eight classes -- four weeks of our semester -- and has said, "If I do not pass this class, I do not graduate":

Dear Professor Daniels,

I wanted to bring to your attention, what I believe to be, a discrepancy in the attendance record you sent me in the last email. Although I was late I did attend class on Feb. 18th, I also participated in the on-line class on March 2nd. I’m going to continue working in hopes to finish this course with a passing grade. I know that you are aware of how critical a passing grade in this course is for me, based on our previous conversation. I truly appreciate the guidance you gave me heading into the conclusion of this semester. I know I should have sought a solution to my issues with the online blog earlier in the semester but if there is anything I can do to find my way to a passing grade so that I could graduate at the end of this semester I would be eternally grateful. If you feel there is no way to make up for my lapses this semester, then I look forward to your additional guidance in our future semester as I retake your course.
Thank you very much for your consideration.


Well, I wonder how s/he thinks s/he is going to "continue working in hopes to finish the course with a passing grade" -- the course is already finished. So it looks like s/he won't graduate, doesn't it?
*Sigh*.

Friday, April 30, 2010

"What I learned"

One of my pedagogical commitments is to ask students to reflect on their own learning -- and to articulate that reflection in writing.

One thing I ask sometimes is for them to write, anonymously, on two sides of an index card:
  • 3 things I think everyone in class has learned/achieved this semester
  • 3 things that only I learned/saw/achieved
Here's a list of "Only I have learned" from my American lit course:
  1. I learned how to perform scansion when reading poetry.
  2. I enjoyed doing the facilitation more than I anticipated -- especially the PowerPoint and video [this from a student who researched The Crucible's links to McCarthyism (I recognize his handwriting)]
  3. Poetry can take on the most peculiar of forms.
  1. how to notice nuances in writing to "see more"
  2. the value/need to contextualize a text to really understand it
  3. contextualizing research teaches you history and more . . .
  1. Poetry is 50% interpretation and 50% research.
  2. It is best to facilitate a discussion in an area you love.
  3. Reflection after reading is pertinant in order to understand what you've read.
  1. how to analyze works based on historical events happening at the time
  2. how a short story can actually be a longer story when looked at through different eyes
  3. allotting sufficient time to read is important to be able to focus on a piece and truly analyze it
  1. I learned to stick with it, even when I don't understand the class completely.
  2. I learned how to more respectfully disagree or keep quiet.
  3. I learned a great deal about minority viewpoints in Am. Lit that were previously foreign to me.
  1. American writers are very depressed writing. [this is a Pakistani student]
  2. A lot of problems in the author's life forced them to become extraordinary writers.
  3. I had lots of fun learning more about American lit.
  1. Independent bookstores were a brand new experience for me [they need to visit one in a "field trip" experience]
  2. Two lit courses in one semester is a lot of writing & reading.
  3. Need to be more proficient Analyzing poetry!
  1. To find symbolism & metaphor in writing such as the snake in "Sweat" & "Chrysanthemums" & "The Eyes".
  2. That the cannon (sic) of literature will always evolve because of individual talents & new writers.
  3. American Literature is unique because it reflects the many cultures that have come together and an endless search for identity & belonging vs. retention of individualism.
  1. co-operation
  2. tollerance (sic)
  3. research skills [this fellow's "everyone learned" list was "co-operation, research skills, speaking skills"]
  1. I earned more about the various interpretations of the pieces.
  2. I learned more about the work of "The Awakening" through preparing our facilitation.
  3. When our guest speaker, Kelvin [Monroe], came in and the facilitation on Jazz I saw the connection of the music of Jazz to Morrison's style of writing
  1. Presentations go much better without games.
  2. A writing journal really helps put thoughts/ideas in perspective.
  3. The same exact piece of literature can be many things to many people.
  1. Learned the importance of good exposition & good filler [did this student bullshit on her/his essay??]
  2. I've found different reading strategies.
  3. The importance of transitioning sentences
  1. How to begin to decode poetry.
  2. MLA referencing
  3. How to tread lightly on fragile egos in group projects.
  1. interpret an author's message within their story
  2. enjoy an author's story that I normally didn't like
  3. to read faster
  1. about the author I wrote my paper on
  2. feel more confident about future classes
  1. more about the beat generation
  2. about F. Scott [Fitzgerald]
  3. how to better deal w/passive aggressive people [this student incited some heated discussion in class because she had a hard time listening to others]
  1. The difference between an Italian (Petrarchan) sonnet and a Shakespearean sonnet
  2. How to make a formal presentation
  1. I never knew anything about Henry Adams
  2. I absolutely fell in love with "The Awakening" (and found it inspirational)
  3. Appreciate the connection b/t Art, lit., and music.
  1. The significance of Black American writers and their contributions to Literature.
  2. How/why creative writing is necessary [I don't understand this point as related to our class]
  1. Becoming more well read
  2. Survived my first college course toward my major!!
  3. I've read things I never thought I would
  1. That paper grading is very arbitrary [this woman "has gotten As on all my class papers" -- she's really mad at me]
  2. That Amrican (sic) Lit. is depressing all about abused women.
  3. There is a lot of reading
  1. To control my fear of failure. [this from a 70-year-old woman]
  2. To control or work through anger so I could finish assignments on time.
  3. To [she didn't complete her card]
Isn't this list amazing? A mixture of heart, heat, and reason; a mishmash of personal attack and personal revelation; a lively data set that reflects relatively accurately the personalities in this class of 27 (not everyone turned in their card). Mostly, this group of students was terrific.

Thursday, April 29, 2010

Poetry Everywhere

I just stumbled upon this PBS website, narrated by Garrison Keillor, with clips of poets. I can't believe I didn't know about it before.

Naomi Shihab Nye (my cousins' best friend) amazes, and she's just for starters.

Tuesday, April 20, 2010

Real Writing

As a teacher of writing, I strive to give all of my students -- in writing courses AND in other courses -- opportunities to improve their writing. I provide extensive feedback on drafts in literature courses and in my WGST courses. But how do I deal with writing like this (the first paragraph of an essay, copied exactly as it was submitted, about how the de Beauvoir phrase "One is not born a woman, one becomes one" plays out in our WGST readings this semester):
  • According to the famous book: The Second Sex that was written by Simone de Beauvoir. This famous line was used "One is not born a woman, one becomes one." This quote from my view might be interpret as someone who might be born as a female, but later on in their life. They might change their sexuality to being a male because of the things that they learn and experience in life that maybe being a female does not fit their life style, and they like to fix cars, build houses and carry heavy loads like a man. In other cases in which it is classified as norms in society, a female should stay as a female throughout their whole life from the beginning of their birth throughout their learning in life. They should being happy to represent their sexuality as a female and being the sex as they were born with is the way how it should be. In addition to the quote by Beauvoir, there is many discussion about the process of becoming a woman as reflecting back to the quote once again that "One is not born a woman, one becomes one."

Okay, friends, what do I do with five double-spaced pages that read like this?


This student may or may not have had a composition course. This student may or may not understand the material. This student may or may not have achieved a level of literacy (either in English or his home language) to be able to understand or convey complex ideas in writing.


How can I respond in a way that will teach something about the material (that de Beauvoir is talking about the social processes of culture on the individual) and about how to express one's thoughts in writing?


It seems to me that many, many people think "teaching writing" is easy because it just means "checking grammar." But this student's sentences convey many more issues/problems/challenges than just "bad grammar" (of course that's a problem, too). But that "bad grammar" (or more accurately, "bad syntax") is more like "unclear thinking," perhaps.


If we understand the sentence to be the unit of thought, then this writer's thoughts are scrambled, incomplete, preliminary, immature -- or most precisely "inchoate": "from the Latin inchoatus, the past participle of inchoare to start work on, perhaps from in- + cohum part of a yoke to which the beam of a plow is fitted." I love that idea of the yoke: can I help a student yoke his thoughts to words?


More of the definition: "being only partly in existence or operation: . . . especially : imperfectly formed or formulated." This imprefection certainly comes through, although since writing is "endlessly prefectable," we can't expect perfection.



My point, I guess, is to convey the profound challenges in front of me -- and many of my colleagues -- who "teach writing." We are really heroic and underappreciated: our work is misunderstood. I'd call it "sisyphean" if I were in a bad mood, although I'm not sure what crime we've committed that angered the gods (or even who those gods might be in this all-too-mortally-flawed education system).

(Image from WriteThinking)

Sunday, April 18, 2010

Stillness and Movement

Worth watching, listening, reading, resting:

Tuesday, April 13, 2010

Feeling Blue

It's that time in the semester: students either panicky or missing, rarely meeting deadlines, needing extraordinary questions/prompts/prodding/provoking/shenanigans in order to contribute to a class discussion.

Why? Maybe our semesters are just too long.

Or another possibility: unintentional [?] undermining. Here's what a student told me:

This guy is in my FYC course and wanting to write about the assessment test scores needed to get into various writing courses. He thinks the scores are too high (we just recently had to *lower* our scores to match up with other MnSCU colleges). He's in the dental assisting (or maybe dental hygiene) program and doing fine. "My teacher likes me so I'm getting good grades," he said. [I've typed out his sentence exactly as he said it: note the coordinating conjunction.]

"My teacher doesn't know why I have to get good grades in English -- the scores don't matter for us because writing doesn't matter in our jobs." [These words are almost exact; I'm paraphrasing, but the *teacher* is the one who said that writing didn't matter.]

WTF? I mean, can't we *college professors* recognize that writing has value in any profession? Or perhaps some of my colleagues are not really college professors, something I've long suspected: they're trainers at best, smiley-sticker awarders more like it.

I work so hard to combat the education myths circulating in our culture: just showing up to class is not going to result in an automatic A. Showing up is an opportunity to learn, to show what you've learned, to try wrestling with tough topics and new ways of thinking.

Of thinking.

It'd be so nice if my campus peers [?] would value thinking.

*Sigh*.

Tuesday, April 6, 2010

Writing is Revision

I bet you've seen this image:

Yep, the President's healthcare speech with all the revisions.

See the almost full page here, at the White House's Flickr site -- "President Barack Obama and Jon Favreau, head speechwriter, edit a speech on health care in the Oval Office, Sept. 9, 2009, in preparation for the president's address to a joint session of Congress. (Official White House Photo by Pete Souza)"

It's so terrifically amazingly wonderful to have a literate President who cares about getting writing right.

Thursday, March 25, 2010

Sincere Student Quotation

From a student essay: "I think that homosexuals are very interesting and one lesbian I know is a great person. She jokes about being a lesbian, has nothing against straight people, and has never had a problem hanging out with us."

Well, good!

Sunday, March 21, 2010

T.S. Eliot

Every semester that I teach American lit with the Heath Anthology, I assign T.S. Eliot's essay "Tradition and the Individual Talent." It always makes my students mad: they want literature to be about the author -- they usually want to know if the "story is true," by which they mean did the writer experience what s/he is writing about.

If the story does not come out of the writer's direct experience, my students often decide they don't like it or don't find it valuable. It's a weird perversion of the notion of "truth" because it ignores the power of human imagination, the most creative force we know/have.

So I assign this Eliot essay after they've also read part of two other critics: William Dean Howells, in "Criticism and Fiction," insists that a writer's world/experience *must* be conveyed in literature and is what gives the literature its value [Howells's "regionalists" or "local color" writers). Henry James, in "The Art of Fiction," conveys that an author does not have to have the experience, but can "glimpse" one and then use imagination to build a story.

Eliot seems to be a logical progression from these two, and he readies us for the 20th century and modernism (not to mention postmodernism!). I find that most students want to stay in the steady 19th century, though, with its emphasis on realism and naturalism. It's my duty to get them unstuck.

Eliot helps! He insists that powerful poetry is not about the personality of the poet -- or even the emotional experiences of the poet. Instead, the poet's mind is like a catalyst in the presence of two substances: feeling and emotion. The talented poet brings these together in some memorable way to create a poem that can take its place in the poetic tradition.

I very much like this idea, which focuses on the art instead of the artists. I guess I'm a New Critic, huh? Or rather, a fan of rhetorical analysis instead of biographical criticism.

[WEIRD! NPR's "All Things Considered" just quoted T.S. Eliot's "Prufrock" as I was typing this!!]

Friday, March 19, 2010

Keeping Up

I haven't managed to keep up with blogging -- my time seems to be so short this semester. I think I've figured out one reason why: all of my classes are basically still full. I tallied the rosters today -- 142 (our professional organization, the National Council of Teachers of English has a policy statement saying no more than 60 students in a term).

No wonder I'm tired.

This semester is unusual because all the students are staying in their classes. Usually by the fourth or fifth week, students have shuffled themselves around a bit, and my 28-person composition classes (13 more than NCTE's recommendation and eight more than their maximum) settle into about 22 or 23. That's a more manageable size, given all the writing I seem to ask my students to do.

In my literature/WGST courses, I begin with 35 or 30 and settle down to a more successful 25-30. In those courses, I assign essays, too, even essay exams -- what am I thinking!? Of course, I'm thinking that students show me what they've learned by writing. Radical idea.

Maybe I'm just getting old, or maybe too many students are named the same, or maybe I'm teaching too many variably-prepared students . . . but I'm having *such* a hard time this semester keeping up.

Thursday, February 25, 2010

All College Day

I suppose I'm a bit weird, but I kind of like getting all the folks from my college together for a day of thought-provoking conversations and presentations (today's wasn't that thought-provoking, disappointingly: it just repeated what we already know because community colleges are like canaries in the coal mines -- we see all the stuff research institutions eventually get around to observing . . . we see it at least five years earlier). My conversations with colleagues were good, though.

Although I like these days, I do wish that it wasn't the only way we heard about important initiatives at my college. We have the *worst* communication I've ever seen, anywhere, ever.

Personally, I think it's because we've doubled in size since I've been there, but we haven't figured out how to keep up with the infrastructure. We still operate with the "Mary is the person who does that" mentality, when it's tough to know who "Mary" is or what her position is . . . we still operate as if we all saw each other in the "lunch room" once a day.

The simplest things are impossible to find because our college website is rotten: just try to search for an org chart so you can know who answers to whom, who might be responsible for something if you have a question: impossible to find, or if you do, the information is out of date. (We even have courses listed on our class schedule that do not even exist at our college!)

So for me, it's important to go to these all-day events to see people and hear what the administration has in mind. If I was a conspiracy theorist, I'd say that our communication is rotten *on purpose* to force us to go to the all-day retreats!

Monday, February 22, 2010

Finally Booked It

The flight to India for spring break . . . that is. I had to contend with too many variables, which always slows me down, but tonight I got all the parts right, I think.

  • Fly out of Chicago and back into Minneapolis -- why didn't I think of that a month ago?
  • Josh as substitute teacher should I get waylaid -- why didn't I think of him a month ago?
  • Delta's partner KLM for the frequent flyer miles -- why didn't I think of that a month ago?

I did toy with a flight that left me in Rome for 14.35 hours . . . looked around online to see how easy it would be to get from the airport to the city center (just 30 minutes for 11 euro on a high-speed train). For about 15 minutes, that scenario looked attractive . . . but I'd have to carry around my bag (but I do travel light . . .), so Rome will have to wait for another trip.

Yay - I'll be able to celebrate Padmini's 50th with her in Delhi!

Wednesday, February 17, 2010

Good work

I'm in the middle of the kind of work I love: editing a document that will be used at our all-campus development day. I get to compile a bunch of people's contributions, make them uniform, and then them into "user friendly" (does anyone even use that phrase any more?) break-out session activities.

At the moment, I'm having the most fun developing gender-neutral names and constructing sentences to avoid personal pronouns. Rosalie Maggio's 1987 classic, The Nonsexist Word Finder: A Dictionary of Gender-Free Language, would come in handy -- if my copy was at home instead of on my office bookshelf.

So far, here are a few of the gender-neutral names I've come across in my teaching: Adrian, Alex, Aubrey, Cameron, Casey, Chris, Dana, Devin, Jamie, Jess, Kim, Lee, Merritt, Morgan, Pat, Quinn, Reese, Remy, Robin, Rylish, Sandy, Shane, Shannon, Shawn, Terry, Tracy.

Anyone else have any others?

Thursday, February 4, 2010

Doing the math

I've just added up the number of students I'm teaching this semester: 144.

Yikes.

That's 28 and 26 in my two sections of FYC. That's 30 and 31 in my two American literature courses. That's 29 in my WGST course.

All of them will be writing a lot for me, so I will be reading a LOT of student work. Not to mention all the reading I've assigned them: I re-read every semester, especially for the literature courses, because 1) I need the refresher and 2) it's fun!

I have *such* a great job, really -- I get to READ great literature (okay, and mediocre student essays) and then talk about what it might mean . . . with and to human beings who might not have a chance to talk about literature anywhere else but my class.

Yay.

Wednesday, January 27, 2010

Memorizing

So I'm working on memorizing an Emily Dickinson poem for my American Women Writers class tomorrow. I've assigned the task to students, so of course I have to do it myself. We're going to sit in a circle, with everyone reciting their poem. Some students have already emailed me about "alternate assignments" because they're so nervous.

I get it: it's tough! I memorized one poem a few years ago, the last time I taught this course, but I can't even remember which poem I chose! Just goes to show how weak my memorization powers are . . . as if this is news.

Takes me back to the first time I had to recite a memorized poem to a professor: it was Toni McNaron at the U of M who required this assignment. We would meet in her office and recite to her *personally*, which was scary. I chose Adrienne Rich's "Power," which begins something like this: "Buried, in the earth deposits of our history" but then I lose it: I know a bottle was buried: one bottle? brown I think?

The poem ends with "She died, not knowing her wounds came from the same source as her power" or something like that. It's about Marie Curie.

So of course now I've had to google the poem, to find out what it really says. Here it is:

Power

Living in the earth-deposits of our history


Today a backhoe divulged out of a crumbling flank of earth
one bottle amber perfect a hundred-year-old
cure for fever or melancholy a tonic
for living on this earth in the winters of this climate.

Today I was reading about Marie Curie:
she must have known she suffered from radiation sickness
her body bombarded for years by the element
she had purified
It seems she denied to the end
the source of the cataracts on her eyes
the cracked and suppurating skin of her finger-ends
till she could no longer hold a test-tube or a pencil

She died a famous woman denying
her wounds
denying
her wounds came from the same source as her power.

It's interesting that I lost the "crumbling flank of earth" and the backhoe -- and that my memory changed the ending from Curie's denial to her lack of knowledge. None of the middle details remained, either -- the damaged body so concretely described.

The Dickinson poem I've chosen is also about death (but of course so many of her poems are!). I've known the first line of "1773" for a long while, but now I have the whole thing. I'll try type it here as an exercise:

"My life closed twice before its close;
It yet remains to see
If Immortality reveal
A third event to me
As hard and hopeless to conceive
As these that twice befell.
Parting is all we know of heaven
And all we need of hell."

Okay, I got a couple of parts wrong: Immortality unveils, it doesn't reveal -- an important, Dickinsonian distinction; the events are "so huge" not "as hard" -- another important Dickinson metaphor. But overall, not that bad!

I'll have to work on getting another poem, since I have some opening lines in my head: "Tell all the truth, but tell it slant / Success in circuit lies" and "I felt a funeral in my Brain" and "Because I could not stop for Death / He kindly stopped for me" and "I dwell in possibility / A fairer house than prose / [Something] for windows, / Superior for doors" (that first line the title of McNaron's memoir).

I should send Toni a "thank you" email. She started this.

Sunday, January 24, 2010

She's teachable, I think

Dessa's music should impress students of all musical tastes: this MPR profile grabs me!

Monday, January 11, 2010

Time Flies

Prepping for the new semester is energizing, but I get in the weirdest time-warp. I'm just seeing the time, and it seems I have been at the computer, updating my course websites, for hours: the last time I really noticed the time was 4 hours ago.

Sheesh! Get to sleep! A big day tomorrow!