Semi-Normal

That's where we are right now in Hattiesburg, and that is what is considered excellent these days. A number of businesses are still closed, debris piles still line the streets, and it is still most unusual to see a roof without a tarp on it. Traffic is still jammed, hotels are still overbooked, and roads are still blocked to make way for bucket trucks and tractors. A steady stream of FEMA trailors is still flowing down I-59. The main topic of conversation at lunch is still, "Have you seen your adjustor yet?" Other popular topics include: "Have you been treating for mold?"; "Does it seem like there is more illness and death than normal lately?"; "Are you sleeping normally yet?"

Semi-normal. That's where we are.

That's good. School is moving right along. We've added five extra minutes to every class period to make up the two weeks missed. Somehow this seems to translate to less time to get things done because nobody can remember when exactly things are supposed to begin and end anymore. Nobody really cares. We are just getting through from one thing to the next and making the best of the time we have.

I am somewhat overloaded. Okay, make that extremely overloaded. Make that to-the-breaking-point overloaded. Make that it's-a-miracle-no one-has-been-hurt-yet overloaded.

One instructor never came back after the hurricane. In the divvying up of her classes, I ended up teaching seven sections this semester. Yes, that's one, two, three, four, five, six, SEVEN! I have two lits, four comps, and a development reading class. I've never taught developmental reading before, nor do I have any background in developmental teaching at all. I'll leave it to your imaginations how I'm managing a new prep in the midst of grading for seven sections.

Then there is SACS. We're up for accreditation review, and I've landed myself on something called a QEP committee. More on that later, but suffice it to say for now, it seems to be all about having lots of meetings and producing lots of paperwork, paperwork, paperwork. I'm thrilled to have been chosen.

But that's enough of that. We're making it here. Here's hoping next semester progresses to near-normal. :)

Recovering

When I left school on Friday, August 26, I never dreamed it would be two weeks before I returned. I didn't even hear that the hurricane was headed toward us until Saturday, and even then I had no idea how big or bad it was. We've had so many near misses with hurricanes in the past year, that I really just thought of it as an irritation. Here we go again...missing another day or two of school to evacuate for nothing. I never once considered that this was "the one." Even if I had, I could not have conceived of what would happen. As our governor put it, we knew what "as bad as Camille" meant, and we knew how to prepare for that. We did not know what "worse than Camille" meant. I'm afraid many people died because of these two things: sheer burn out on preparing for hurricanes and using Camille as a measuring stick for the worst of the worst.

Now here we are in the middle of "worse than Camille," the nightmare we never even knew to fear. But things are getting better. Some people have power now. I don't, but I did see guys with chainsaws on my street yesterday, so I'm hopeful the way will be cleared to get the trucks in there soon. Disaster relief seems to be pouring in. Red Cross trucks are all over town. The National Guard is passing out supplies (and arresting looters and curfew breakers). The churches are packed with donations (and evacuees). A few more businesses open up every day, and all in all people are starting to look a little cleaner and a little less shell shocked.

We go back to school on Monday. I have heard that Pearl River Community College is going back on the 19th. I have also heard that Mississippi Gulf Coast Community College is going back to school soon. I don't honestly know how they will manage, but I think the thinking is that the best thing is a return to as much normalcy as possible for as many people as we have left to make that possible for.

We don't know what we are facing. We don't know how many of our students will be able to even get to school now. We don't know how many new students we might have who cannot go back to their homes farther south. The campus, however, looks great...considering. There has been damage to some of the buildings, mostly in the form of roof damage. I know that some of the library collections have been lost, but we don't have a full assessment of that yet. The glass and ceiling tiles have been picked up, and the trees have been cleared, and we're as ready as we can be to get back to business, though.

We had one full week of classes before the storm. I'm not even sure where to start in the starting over, but we should not be at a loss for things to write about.

Thanks for all of the support and concern during this time. I'll keep you posted on my campus and how we deal with Katrina's aftermath.

Here we go again

Looks like we might be starting another semester out by taking a hurricane break. Prayers and well wishes to those of you in Katrina's path.

238 Eager Young Minds

I just made the mistake of tallying up the total number of students I have on my rosters this semester: 238. That's in six sections, so it comes out to an average of 39.6 students per section. Four are composition. The other two are literature. We are required to have six essay grades per semester. How many hours of grading does that add up to?

Never mind. I don't want to know.

I hope everyone is getting off to a good start. I actually expect to have a good semester. I just have to get a few panic attacks out of the way first.

1987

I realize it is old hat to comment on the year the incoming freshmen were born, but I get a little more unnerved by it every year. This year's freshmen would have been born in about 1987. Wow. I feel old and out of touch.

New Player - An Introduction

I have just come aboard (pardon the Naval allusion - but that's me). My name is Brian. I've just begun a new position at a small 2-year college in south Georgia, Abraham Baldwin Ag. College. Previously, I taught in Nashville, TN, for 4 1/2 years. My area of specialty is medieval literature with an emphasis in Arthurian literature. Consequently, I teach a lot of composition. There's not much call for medievalists these days, certainly not in 2-year colleges. Despite that, I seem to fit a few historical and etymological snippets into each semester. It's interesting how students find it fascinating or mind-numbing. There's not much in between.

As for the Naval reference, that predates my medieval bent. I spent 12 1/2 years as an engineering officer in the U. S. Navy before I started teaching. Don't ask how a theatre arts BA got me a gig as an engineer. It has something to do with naval "wisdom." Anyway, I have a lot of naval-ese tucked into my method and my language.

I look forward to learning about composition best practices and sharing with everyone here. I am particularly interested in incorporating technology into the classroom. I am building a blog into my comp sections this coming semester, so I will share my wins and losses as we go. I have already learned from reading past postings and following a lot of embedded links. Thanks for that up front.

Summer Hiatus

I've been having a 3/4 vacation this summer. I'm teaching two classes, but it seems like I'm just barely in the office. I get to leave early in the day, and I have significantly reduced grading stacks. The time has also flown by with more of it spent on dodging hurricanes and visiting family than anything else.

I do, however, have one teaching thought to report. I've tried a kind of I-search sequence out on my summer day class. The continuity between assignments has been especially successful in the fast-paced five week course.

Comp II can be a pretty frustrating class to plan because the school wants a certain amount of uniformity between various sections and instructors. There is nothing wrong with that, of course, unless you happen to loathe the way the class is set up in the first place.

In short, I've found a compromise I've been very pleased with:

Paper 1: Narrative Essay, Research Proposal (3-5 pages, 10% of final grade)

Describe an event in your life that has made you want to know more about a topic. Explain why this would be a good topic for a formal research paper and how you could make a good argument out of it.

Paper 2: Argument Essay, Research Pre-Writing (2-4 pages, 10% of final grade)

State your current opinions about your chosen research topic. Defend your opinions with a combination of logical, ethical, and/or personal examples. Identify things you need to find out about your topic in order to validate your argument. Explain where you plan to look for this information.

Paper 3: Process Essay, Research Pre-Writing (3-5 pages, 15% of final grade)

Explain the process you have gone through to locate the information for your research paper as well as the process you have gone through to focus and organize your materials. Briefly summarize your best sources. Include rough drafts of your research paper outline and works cited page.

Paper 4: Definition Essay, Research Pre-Writing (2-4 pages, 15% of final grade)

Explain what plagiarism is, why it is important to understand it, and what steps you have taken to avoid it in your research paper. Include examples of paraphrases you will use in the research paper.

Paper 5: Argument Essay, Formal Research Paper (5-7 pages, 25% of final grade)

Take a position on your chosen topic and support it with evidence from credible sources. Include MLA documentation for all sources.

Paper 6: Cause and Effect Essay, Research Wrap-Up (2-4 pages, 15% of final grade)

Explain what you discovered while doing your research paper, how it influenced your opinions, and what actions or ideas you might change in the future as a result of doing the research.

John Lovas

I was very sad today to learn of the death of John Lovas. John has been one of the handful of people I've encountered in my life who have truly known and taught what beauty is for. I believe that because he crossed my path, however briefly, I have changed my life.


The Swan

by Mary Oliver


Did you too see it, drifting, all night, on the black river?
Did you see it in the morning, rising into the silvery air -
An armful of white blossoms,
A perfect commotion of silk and linen as it leaned
into the bondage of its wings; a snowbank, a bank of lilies,
Biting the air with its black beak?
Did you hear it, fluting and whistling
A shrill dark music - like the rain pelting the trees - like a waterfall
Knifing down the black ledges?
And did you see it, finally, just under the clouds -
A white cross Streaming across the sky, its feet
Like black leaves, its wings Like the stretching light of the river?
And did you feel it, in your heart, how it pertained to everything?
And have you too finally figured out what beauty is for?
And have you changed your life?

Call for Papers

Call for Papers: Experimental Writing and Aesthetics
Abstract/Proposals by 15 November 2005
Southwest/Texas Popular & American Culture Associations 27th Annual Conference Albuquerque, NM, February 8-11, 2006

Panels now forming on topics related to Experimental Writing and Aesthetics in such areas as the aesthetics of experimental writing in any genre or in mutli-genre/multi-media works including digital and graphic compositions involving language, the poetics of performance of experimental compositions, critical studies of experimental writers, etc. Creative writers interested in the selective creative writing readings panel should contact Jerry Bradley, Creative Writing Readings Chair, via <http://www.swtexaspca.org> in the early fall. Scholars, teachers, professionals, writers not affiliated with academic institutions, and others interested in experimental writing are encouraged to participate. Graduate students are also particularly welcome with award opportunities for best graduate papers. If you wish to organize your own panel, I will be happy to facilitate your scheduling needs.

Send abstracts, papers, or proposals for panels with your email address by 15 November 2005: Hugh Tribbey, Experimental Writing and Aesthetics Chair
Email: htribbey@mailclerk.ecok.edu

Conference Website: <http://www.h-net.org/~swpca/> (updated regularly)

Confession, Part II

I caved. I got a cell phone. Yikes!

In other news, I didn't really intend to go on an extended summer hiatus. It's just worked out that way. First came the post-semester crash. Then came the endless errands to be run both for myself and others. I've been busy, busy, busy, but not at all productive the past few weeks.

Now I'm about to take a couple of little trips, and I've used that as an excuse go ahead and get a cell phone like all the other girls and boys.

And as long as this is still a confession...I've been reading mostly "children's" books lately. I read Phillip Pullman's His Dark Materials series. I read the Harry Potter books, and I'm really looking forward to the new one coming out soon. I don't have to turn in my lit degrees over that, do I? :)

Confession

I don't have a cell phone. Nor do I have an iPod, TiVo, or one of those car lock key chain clicker things. In fact, my car has manual locks, and the last video game system I bought was a Game Boy. I mean a regular Game Boy, not even a Game Boy Advance.

I use the Blackboard grade book for my online students, but for my day students, I average grades by hand. I've tried spreadsheets and grade book software and have never found any of those things to actually save time. Thus, I prefer to do it by hand.

I know how to make a web page using a combination of Dream Weaver, Fireworks, and Photoshop, and if hard pressed I could probably figure out how to make my own cartoons. I just haven't figured out why I would feel pressed to do this yet.

I've been wondering lately if I have a resistance to technological change running counterpoint to my great love for experimenting with other kinds of technological change.

Maybe I do. Maybe not having a cell phone isn't at all about not wanting another bill. Maybe it's about not wanting to be plugged in 24/7. Maybe it's about not wanting to completely change my consciousness to digital ways of life. Maybe not having automatic locks is about a desire to retain things that are more tactile in nature in my daily routines. Maybe.

One That Puzzles Me

My students often confuse the words "rather" and "whether." Even though I'm from this area, I can't hear in the local dialect why the two words would sound enough alike to be interchanged.

Does anyone else see this very often?

Poetry Month

I love too many poems to pick just one, but in honor of Poetry Month and of grading my last research paper, I give you Robert Hass...

MEDITATIONS AT LAGUNITAS

All the new thinking is about loss. In this it resembles all the old thinking. The idea, for example, that each particular erases the luminous clarity of a general idea. That the clown- faced woodpecker probing the dead sculpted trunk of that black birch is, by his presence, some tragic falling off from a first world of undivided light. Or the other notion that, because there is in this world no one thing to which the bramble of blackberry corresponds, a word is elegy to what it signifies. We talked about it late last night and in the voice of my friend, there was a thin wire of grief, a tone almost querulous. After a while I understood that, talking this way, everything dissolves: justice, pine, hair, woman, you and I. There was a woman I made love to and I remembered how, holding her small shoulders in my hands sometimes, I felt a violent wonder at her presence like a thirst for salt, for my childhood river with its island willows, silly music from the pleasure boat, muddy places where we caught the little orange-silver fish called pumpkinseed. It hardly had to do with her. Longing, we say, because desire is full of endless distances. I must have been the same to her. But I remember so much, the way her hands dismantled bread, the thing her father said that hurt her, what she dreamed. There are moments when the body is as numinous as words, days that are the good flesh continuing. Such tenderness, those afternoons and evenings, saying blackberry, blackberry, blackberry.

© 1987 Robert Hass

Stress and Grading

I've been fighting off a sore throat for a couple weeks (allergy season). I feel bad because I still haven't finished grading my research papers despite dragging home three boxes of them this weekend. The loose ends don't seem to be tying themselves. Gimme some of that Aunt Joanna's Sabbatackle. I really need it.

I've got no blogging mojo right now. I have to get caught up on grading before I can enjoy anything.

Being Ahead vs. Getting Ahead

Some things that Mike said have had me wondering how much of the trying to keep up with the techno-nerds is really worth it. How much will using the technology that we do have available pay off, and will the pay off be greater than the losses in terms of time and distractions from teaching what I'm really here to teach?

On the other hand, Jeff's comment, "It's not a question of the tools.
It's a question of how the tools shape the ways we communicate, whether or not we use those tools," has had me thinking that to at least a degree the technology is what I'm here to teach. Computer skills have become inseparable from writing skills in that the students have to know how to deliver the writing in order to make real use of it.

Yesterday, when my friend talked to her student about his grades, she said, "You keep charging around on white stallions, but what I told you to do was plow the mule." I feel like I've landed in a place with this blog where everyone is charging around on stallions, but I'm just here to plow the mule. Sometimes the posturing, theorizing, hoof-scratching, and snorting around stuff is useful to me. Sometimes it's not.

At any rate, Mike and Jeff are both right. We can no more afford to overwhelm our freshman writing classes with technology than we can to dismiss technology altogether.

I've been reading about community writing projects, and in the past few days I've been telling my colleagues about fifth grade classes doing PowerPoint presentations. I've been completely aghast at my own lack of ability to envision how to accomplish this in a college class. I kept repeating this to people on my campus, always ending with "There's no way I could do this here. Where would I get the equipment?" I told probably six or seven people who all agreed that it couldn't be done. The eighth person said, "I know where you can get a projector to borrow for a week or two on campus."

So sometimes it is our own defeatism that holds us back and nothing more. But we're still left with the question of how much it's worth it. That I simply don't know.

For Lack of Time

I'll just say there's nothing wrong with being ahead.

I do have a question, though. Do you use things like podcasting and QuickTime videos in composition classes (or lit classes)? If so, how? Why?

Behind

I must confess to being behind.

Collin is a trifle annoyed with an article from Inside Higher Education in which it is suggested that "Computer technology has swiftly become our key writing tool but it’s too easy to imagine everyone 'gets it.'" What really sets him off is the recommendation that Boolean logic can make for more sophisticated online research.

Collin's rant rebuttal:

Bottom line: it's not time to start thinking about technology. If you
haven't started yet, it's time to catch up. If you don't know how to put
together a QuickTime movie, you're behind. If you haven't futzed around with
sound tools, you're behind. If you're still thinking about how to do web pages,
you're behind. If you don't "get" blogs and wikis, you're behind. If you don't
think that the Grokster case has anything to do with you, you're behind. And I
could keep on going. There is nothing wrong with writing an essay, a view, a
site, whatever, addressing those who are (by now) late adopters, but why in the
world would exhortations to think critically about technology have any effect on
those people when they've been hearing the same song for years now?

This made me cringe...for several reasons. First, it brought out a good old-fashioned sense of self-doubt. I know there are many things I should know how to do and don't. I hate to think how many. Second, I've always had an aversion to the master lists, the master narratives, the tendencies to proclaim This is the story of what you must know and do and be. Stray from it at your peril.

But I'm not here to tar and feather Collin. I think he makes some good points, though I don't think the article he pounced on was actually written for the people who live and work in Collin's sphere. I think it served its purpose and that many people out there probably got good use out of it.

What I really want to talk about, however, is the technology gap. This is the way we define the haves and have nots these days. Who owns the technology? Who owns the knowledge of how to manipulate the technology? Who is plugged in and who is not? It's so vital for our students that we don't let them fall behind. They will live in a world even more defined by technology gaps than our own. And if they want to be one of the haves, they've got to own the techno-knowledge. Maybe it is master narrative making to say so, but it is also being realistic.

And that brings me to my own rant about reality and technology.

The computer in my office is running Windows 98. That's the year I got it. It will not be replaced this year or next year or the year after that. My school and my state are experiencing massive budget cuts. There just aren't the resources to keep the technology on campus up to date.

In addition to having an old computer with a small hard drive that is completely maxed out, I have no one to teach me technology. When I went to graduate school, we didn't even have computers much less training in how to use them. I had a Tandy that my father gave me when I was working on my master's thesis, and I used it and Norton Textra to write everything I did for my Ph.D. Up to that point I used a Smith Corona typewriter. Though we were beginning to get computer labs around campus while I was in school, they never really came into my consciousness. I never took or taught a class that used them.

In other words, whatever I do know I've taught myself by futzing around, as Collin calls it. But there are limits to what I can teach myself in that manner, and there are limits to the technology I can have access to even if I want to learn it.

I read recently about Duke University's iPod experiment in which they distributed an iPod to all incoming students in order to "facilitate the use of information technology in innovative ways within the classroom and across campus." I found that comforting. It made me feel like maybe I was okay and not so far behind after all if Duke University was struggling to figure out how to use technology in "innovative ways." And I know that it is these people and maybe not so much people like me that Collin is ranting about. If someone is teaching with all the resources afforded by a place like Duke or Syracuse or Hopkins and can't or won't figure out how to use technology in "innovative ways" without a bunch of free gadgets being passed out in the classroom, well, they deserve a good rant.

But the fact remains that more composition classes are taught in this country in places like Jones County Junior College than in places like The Johns Hopkins University. The everyday reality is that many of our teachers have neither the equipment nor the training to keep up. There is very little motivation to get on board new innovations if you don't even have a computer that will run the software, and if you know that no one will be available to provide technical support for you or your students should you decide to embark on a techno-adventure.

There will always be the technological capacity to do new things long before the necessary tools are widely available. There will always be a gap. There will always be a place for articles that are of no use to the advanced but of great help to the struggling.

My hope is that the big universities won't forget the rest of us. We need models that are realistic and encouraging if we are to remain even as little as five or ten years behind. We need people who will not simply sneer at us for having so little but who will help us figure out what we can learn on our own with limited resources. We need open communications. We have the technology now to make that possible. So what are we going to do with it?

For Profit Schools and Federal Funds

From CNN.

According to the Career College Association, they now constitute 38 percent of the 2,500 higher education institutions where students can spend federal aid, and enroll 1.8 million of 23 million U.S. college students.

And they are growing rapidly -- unlike cash-strapped community colleges struggling to accommodate increasing demand. For-profits claim that their model, sculpted in marketplace competition, works (65 percent earn a degree or certificate within six years, compared with 25 percent beginning at public two-year institutions, according to CCA). They also claim to serve a higher percentage of minority and low-income students.

"If our institutions are doing a better job, particularly working with at risk-students, why should our students be denied the benefits of these competitive grant programs?" said Nancy Broff, the CCA's general counsel.

Hmmm...

Attracting more students equals "doing a better job"? Well, if nothing else that's a good PR line.

CCCC

I'd like to go to the Cs next year in Chicago, but I've never been before, and I'd like to solicit a little advice. I see on the form that you can submit either a session proposal or an individual proposal. I'm curious about that. What do people usually do? Do you form your own panels before submitting, or do you just turn in individual proposals?

Also, what is this area cluster thing all about? You have to pick just one? Are there clusters in which a proposal is more likely to get accepted than others?

Thank you for your attention to this matter.

The Personal Continued

Mike at Vitia has been blogging up a storm on The Personal and Personal Writing: Theory and Method. Mike also points to a discussion on the personal by John Lovas which is very well thought-out.

Mike has too much to say for me to respond to it all, but I would like to zero in on the question of whether there is intrinsic value in personal writing for the sake of personal writing (as opposed to personal writing for the sake of making connections to other forms of academic writing).

I think I made a comment about gratuitous navel gazing in the previous discussion on personal writing. Now I think that comment was a little too flippant for what I really believe.

Yes, there is intrinsic value in most any form of writing for its own sake. If we didn't believe that, we wouldn't assign journals or other forms of informal writing.

In my lit classes, I usually start out with a talk about why we are reading what we read and what we are supposed to get from it. In this talk I mention a quote from Confucius:

Confucius said to his disciples, "Why do none of you study The Book of Songs? Studying The Book of Songs can enrich the imagination, enhance the powers of observation, smooth the relations among one's fellow men, and help master the art of satire. On one hand, the teachings presented in The Book of Songs can help one serve one's parents well; on the other hand, the knowledge and methods provided in The Book of Songs can help one serve one's lord well. Moreover, one can learn a lot of names of birds, beasts, plants, and trees."

Just as reading literature that is about personal human experience can "enrich the imagination, enhance the powers of observation" and so forth, so too can writing about personal human experience.

The point is that we as instructors need to be clear on what it is we want the students to learn from any assignment we give. And we need to be sure we get that message across to the student.

I often start the year in composition with a narrative paper. The assignment is usually to write about something that happened either to themselves or to someone close to them that taught them a lesson or changed their minds about an issue. They write a descriptive story that they can use to support a claim. In this assignment I want them to learn how to make a clear point with a narrative illustration, how to narrow the focus and timeframe to an appropriate level, how to pay close attention to detail, how to be aware of the audience and how the descriptions might affect the audience, and how to fine tune their writing in terms of style, clarity, tone, etc. It's not just about confessing their hang-ups or bemoaning the loss of their loved ones. It's about making connections between experience and opinion and learning to speak with authority on topics that matter to them. We also, by the way, talk about the difference in personal testimony as evidence and academic research as evidence. And we discuss examples of ways people use personal testimony to persuade in advertising and politics and religion and other such arenas.

By the time the students finish this assignment we've done a lot more as a class than simply personal writing for the sake of personal writing, and I do realize I'm veering away from the original question. But I just wanted to make the point that I have a whole set of objectives for this assignment, but if I don't tell the students these are the things they are supposed to learn from it, they are never going to know.

Then the question becomes will they still learn any of these things (focus, support for a claim, attention to detail, style, clarity, audience awareness) if I never tell them that's what they are supposed to be learning? I believe the answer is yes, but I believe the degree to which they learn these things will vary greatly from student to student, as it does for all assignments.

People can learn writing skills from any kind of writing they do. It isn't so much a matter of what kind of assignment they are doing as it is how much feedback they get and how much they are aware of what they are supposed to be learning. It's also a matter of how motivated they are to learn.

Ideally, we want students who think for themselves and learn something from the class that goes beyond a set of objectives. Still, we have to start somewhere, and the first step in making sure any kind of writing is beneficial to the student is being clear on what the assignment is supposed to teach. If we are wishy-washy and uncommitted to whether there is value in the assignment, the students probably aren't going to learn as much.