...selection of full-text primary source documents relating to the 1901 assassination of President William McKinley and the immediate aftermath of that event...
MAI
4.16.2007
4.15.2007
Body of the Assassin
For a couple years now I've been keeping a blog that functions like a giant Commonplace Book. Some of this Edison stuff should go there, in a new category or sub-category on "education," maybe cross-referenced under "media" or in a general category labeled "Disembodied" to mean not directly attached the Czolgosz stuff.
Here's the link: THE BODY OF THE ASSASSIN
And from there and elsewhere I'll draw the materials needed to build my research project, titled:
"Reality TV in 1901: The Case of Leon Czolgosz"
Here's the link: THE BODY OF THE ASSASSIN
And from there and elsewhere I'll draw the materials needed to build my research project, titled:
"Reality TV in 1901: The Case of Leon Czolgosz"
Education and Work
Education isn’t play—and it can’t be made to look like play. It is hard, hard work. But it can be made interesting work.
--Thomas Edison
--Thomas Edison
3.27.2007
Plagiarism or Good Business?
"I have a confession to make: Today I plagiarized multiple documents at work. I took the writing of others and presented it to my supervisor as if it were my own. It was an open secret that my entire report, written "by Jason Johnson," had been composed by others and that I had been merely an editor. Instead of a reprimand, I was rewarded with a post-briefing latte.
But on some level, it still felt wrong. Before coming to work at my current company, I spent most of the past 15 years as an educator, advising students from second-graders to college seniors that taking the work of others and presenting it as your own is morally wrong and intellectually dishonest. I've fretted over proper citations and labored with students over the highly subjective art of paraphrasing."
Read More: www.washingtonpost.com/
But on some level, it still felt wrong. Before coming to work at my current company, I spent most of the past 15 years as an educator, advising students from second-graders to college seniors that taking the work of others and presenting it as your own is morally wrong and intellectually dishonest. I've fretted over proper citations and labored with students over the highly subjective art of paraphrasing."
Read More: www.washingtonpost.com/
3.26.2007
Blog Sweep #3
I'm still waiting for some people to "wake up" in this class and write more, but after sweeping through the blogs for the third time, I can say with confidence that those who ARE blogging a lot seem to be benefiting from it. The writing is getting better, the topics are more varied and interesting, and comments about the blog-to-write process in general are positive and encouraging. I think it works! -- and can work, still, for those who are still off to a slow start.
One thing I've noticed is that either people are writing a lot or they aren't writing much at all. There are a few people in the middle (writing an "adequate" amount), but I think if I mapped the official data there'd be a big "dip" in the graph reflecting these extremes.
What's up with that?
My guess would be that "good blogging" requires getting over a certain hump and that, once you're over that hump, writing a bunch of "thoughtful" journal entries is almost as easy (or manageable) as writing a few. So for those who are still troubled with inertia and a lack of "inspiration" (see my post on inspiration), the blog is still seen as a burden and one that gets worse each day because, well, with each passing day that's another post NOT written. On the other hand, for those who managed to find a groove, get in the swing, develop a habit, and make blogging a "way of life," it's now a lot easier to keep up with it and not fall behind.
Anyway, it would be nice to know what the bloggers themselves think of this phenomenon. All I can do is report the trend, which I'll summarize as follows: A few people writing a lot; a lot of people doing almost nothing; very few people in between those two extremes.
One thing I've noticed is that either people are writing a lot or they aren't writing much at all. There are a few people in the middle (writing an "adequate" amount), but I think if I mapped the official data there'd be a big "dip" in the graph reflecting these extremes.
What's up with that?
My guess would be that "good blogging" requires getting over a certain hump and that, once you're over that hump, writing a bunch of "thoughtful" journal entries is almost as easy (or manageable) as writing a few. So for those who are still troubled with inertia and a lack of "inspiration" (see my post on inspiration), the blog is still seen as a burden and one that gets worse each day because, well, with each passing day that's another post NOT written. On the other hand, for those who managed to find a groove, get in the swing, develop a habit, and make blogging a "way of life," it's now a lot easier to keep up with it and not fall behind.
Anyway, it would be nice to know what the bloggers themselves think of this phenomenon. All I can do is report the trend, which I'll summarize as follows: A few people writing a lot; a lot of people doing almost nothing; very few people in between those two extremes.
On Research Blogging
I'm starting to see the limitations of this artificial "barrier" between journal entries and CBook entries. On the one hand, I think it can be highly useful to be able to "dump" things, file things away, in the CBook, but now that I want to write about those quotes I think it would be much easier simply to interleave my comments between quotes, thus mixing other people's "voices" with my own. One solution is to open the blog itself in a new window (like I just did) so I can see the quotes "over there" while writing about them "right here." But I'm not sure that's the best solution.
So, something to keep in mind for the future...
Meanwhile, I posted these quotes from an article I read late last semester on blogging and research. I remember being very excited about this paper because it seemed to justify or foreground much of what I was planning to do with blogs in this course. Now seems like a good time to revisit some of those "bits" and see how they apply.
Quote #1 & #2: True, but I can see how writing on blogs gets "individuated" too in the absence of a clear mandate for everyone to check in, and often, to see what the "larger collective" is up to. In this class, for example, everyone seems to be writing with "the rest of the class" in mind -- in some cases, there's a rhetorical emphasis on direct address ("hello everyone!") in the journal writing -- but I don't know if that translates to real "affiliation" in and among bloggers. The practical upshot of this, I think, is that we need to read each other's writing more often, leaving comments, because I do believe more powerful writing comes from this, having seen evdience of that already in this class. By committing to reading (with focus, attention, concern), we can build the kinds of "authentic, tangible" audiences otherwise lacking in most school-based writing.
#3: Blogging as "memory extension work" makes sense to me. Putting the CBook in "conversation" with journal writing is one way to formalize that memory work -- that's the idea (and the ideal) at least. It's nice to think that the blog (and now, 4 years after this article was written, there are other available digital tools, like FB and MS) can "reveal a structure" to the kinds of searching and path-traveling that we do when we explore and develop ideas. I'm not sure this works in practice, though, or at least I wonder if the knowledge "structure" is defined well enough to be at all discernable in the mass of stuff that tends to show up on a research blog. What's great about the blog as a research tool is that it works as an archive (database) tool that CAN be organized in such a way that narratives and structures appear, but I think this requires a second degree or level or *ordering* that is not necessarily inherent to the blog structure itself. I don't think "blogging" produces the "audit trails" so much as bloggers (through labeling and time-stamping, for example) can CREATE trails in the otherwise tangled undergrowth of their own searching.
#4, 5, 6, 7: In many cases (in this class), some of the optimistic language in these passages is bearing out. I sense (and understand from reflection writing) that people are writing "for real" and not doing the kinds of "pretend" research they might have done if offered a more conventional research paper assignment. My own research questions on the topic of research blogging would be: Does research blogging (CBook + Journal) actually promote "reflection on one's knowledge trails" and if so, how does it manifest? What does that "reflection" look like? How can it be measured?
It would be nice to get student responses to these and other questions. Obviously I'm using this course to promote the idea of "beginning from significant problems" in one's research rather than, well, beginning (late) with a canned topic because you think the prof will "like" it. The question, though, is how much does the blog component of this course help or hinder that larger course objective? Does the CBook (along with the journal) facilitate the creation of knowledge "structure" or does it get in the way?
So, something to keep in mind for the future...
Meanwhile, I posted these quotes from an article I read late last semester on blogging and research. I remember being very excited about this paper because it seemed to justify or foreground much of what I was planning to do with blogs in this course. Now seems like a good time to revisit some of those "bits" and see how they apply.
Quote #1 & #2: True, but I can see how writing on blogs gets "individuated" too in the absence of a clear mandate for everyone to check in, and often, to see what the "larger collective" is up to. In this class, for example, everyone seems to be writing with "the rest of the class" in mind -- in some cases, there's a rhetorical emphasis on direct address ("hello everyone!") in the journal writing -- but I don't know if that translates to real "affiliation" in and among bloggers. The practical upshot of this, I think, is that we need to read each other's writing more often, leaving comments, because I do believe more powerful writing comes from this, having seen evdience of that already in this class. By committing to reading (with focus, attention, concern), we can build the kinds of "authentic, tangible" audiences otherwise lacking in most school-based writing.
#3: Blogging as "memory extension work" makes sense to me. Putting the CBook in "conversation" with journal writing is one way to formalize that memory work -- that's the idea (and the ideal) at least. It's nice to think that the blog (and now, 4 years after this article was written, there are other available digital tools, like FB and MS) can "reveal a structure" to the kinds of searching and path-traveling that we do when we explore and develop ideas. I'm not sure this works in practice, though, or at least I wonder if the knowledge "structure" is defined well enough to be at all discernable in the mass of stuff that tends to show up on a research blog. What's great about the blog as a research tool is that it works as an archive (database) tool that CAN be organized in such a way that narratives and structures appear, but I think this requires a second degree or level or *ordering* that is not necessarily inherent to the blog structure itself. I don't think "blogging" produces the "audit trails" so much as bloggers (through labeling and time-stamping, for example) can CREATE trails in the otherwise tangled undergrowth of their own searching.
#4, 5, 6, 7: In many cases (in this class), some of the optimistic language in these passages is bearing out. I sense (and understand from reflection writing) that people are writing "for real" and not doing the kinds of "pretend" research they might have done if offered a more conventional research paper assignment. My own research questions on the topic of research blogging would be: Does research blogging (CBook + Journal) actually promote "reflection on one's knowledge trails" and if so, how does it manifest? What does that "reflection" look like? How can it be measured?
It would be nice to get student responses to these and other questions. Obviously I'm using this course to promote the idea of "beginning from significant problems" in one's research rather than, well, beginning (late) with a canned topic because you think the prof will "like" it. The question, though, is how much does the blog component of this course help or hinder that larger course objective? Does the CBook (along with the journal) facilitate the creation of knowledge "structure" or does it get in the way?
Research Blogging
from:
Lankshear, Colin, and Michele Knobel. “Do-It-Yourself Broadcasting: Writing Weblogs in a Knowledge Society.” Paper. American Education Research Association Annual Meeting. Chicago, April 21, 2003. [my paper copy]
Quotes:
1. [Writing] …tends to get ‘indviduated’ in writing pedagogy. [However,] much of the power in powerful writing lies in affiliation with some larger collective (11).
2. …the fact remains that students in school-based writing classes typically have no authentic, tangible audience (11).
3. …other than the blog there is no efficient digital tool for archiving and tracking information in ways that can narrate paths taken in the systematic exploration and development of a theme, topic or point of view and thereby reveal a structure of knowledge. Blogging lends itself to this kind of memory extension work in ways that produce useful audit trails of ideas that emerge and develop as one searches the internet for information on matters of personal interest (17).
4. …getting beyond the kinds of ‘pretend’ research activities (classroom ‘projects’) that typically prevail in school curriculum work, and beginning from significant problems that call for serious data collection and analysis (18).
5. …blogs as research tools... (18).
6. …promoting reflection on one’s knowledge trails across the internet (18).
7. …research as blogging, and blogging as research… (19).
Lankshear, Colin, and Michele Knobel. “Do-It-Yourself Broadcasting: Writing Weblogs in a Knowledge Society.” Paper. American Education Research Association Annual Meeting. Chicago, April 21, 2003. [my paper copy]
Quotes:
1. [Writing] …tends to get ‘indviduated’ in writing pedagogy. [However,] much of the power in powerful writing lies in affiliation with some larger collective (11).
2. …the fact remains that students in school-based writing classes typically have no authentic, tangible audience (11).
3. …other than the blog there is no efficient digital tool for archiving and tracking information in ways that can narrate paths taken in the systematic exploration and development of a theme, topic or point of view and thereby reveal a structure of knowledge. Blogging lends itself to this kind of memory extension work in ways that produce useful audit trails of ideas that emerge and develop as one searches the internet for information on matters of personal interest (17).
4. …getting beyond the kinds of ‘pretend’ research activities (classroom ‘projects’) that typically prevail in school curriculum work, and beginning from significant problems that call for serious data collection and analysis (18).
5. …blogs as research tools... (18).
6. …promoting reflection on one’s knowledge trails across the internet (18).
7. …research as blogging, and blogging as research… (19).
3.21.2007
Facebook LOL ?
Okay, all you Facebook face facing people, check this out!
http://www.youtube.com/watch?v=6FahBBnfHAQ
http://www.youtube.com/watch?v=6FahBBnfHAQ
3.18.2007
Homiletics
from you know where...
Homiletics (Gr. homiletikos, from homilos, to assemble together), in theology the application of the general principles of rhetoric to the specific department of public preaching. The one who does or studies homiletics is called homilist.
It may be further defined as the study of the analysis, classification, preparation, composition and delivery of sermons.
Homiletics (Gr. homiletikos, from homilos, to assemble together), in theology the application of the general principles of rhetoric to the specific department of public preaching. The one who does or studies homiletics is called homilist.
It may be further defined as the study of the analysis, classification, preparation, composition and delivery of sermons.
3.17.2007
Project
adapted from that great unreliable resource known as "wikipedia"...
"A project usually needs resources to deliver its results. Most of the time project execution is based on a detailed plan, which considers also external factors and constraints.... For major projects it is necessary sometimes to set up a special temporary organization, consisting of a project team and one or more work teams.
Major projects can be divided into subprojects, and 'program' denotes acollection of related projects."
[For Community Handbook Project: "buddy list" = project/work team, focused on particular subproject (grammar/style point)]
"A project usually needs resources to deliver its results. Most of the time project execution is based on a detailed plan, which considers also external factors and constraints.... For major projects it is necessary sometimes to set up a special temporary organization, consisting of a project team and one or more work teams.
Major projects can be divided into subprojects, and 'program' denotes acollection of related projects."
[For Community Handbook Project: "buddy list" = project/work team, focused on particular subproject (grammar/style point)]
3.16.2007
Alchemy Website
http://www.levity.com/alchemy/texts.html
"Texts primarily dealing with allegorical, philosophical and spiritual alchemy."
"Texts primarily dealing with allegorical, philosophical and spiritual alchemy."
Alchemy
I'm really interested in the subject of alchemy, especially as it relates to education. What's the connection--you might ask--between alchemy (the ancient practice of trying to turn base metals into gold) and education? Well, I've learned from past research that alchemy has often served historically as a controlling metaphor for discussing education as a process of transforming un- or under-developed human beings in hopes of turning them into something better, more "golden." This metaphor is strongly present in the work of Jan Amos Comenius, the 17th century teacher whose "Paradise of the Heart" story is central to the VQ Guidebook. Comenius, among others, viewed education as a modern scientific process rooted nonetheless in premodern traditions, like alchemy, that focused on transforming, refining, and adapting "raw materials" in order to make them more useful to society.
In this model, young students are the "raw material," or "base metals," in pursuit of refinement. The classroom or the school then serves as the specialized device or technology (in alchemical science this is called the "kerotakis") by which raw, unusable human beings can be effectively transformed into more valuable chunks of "gold."
In my CBook I've placed a URL to a website that's interesting in and of itself -- "The Alchemy Web Site." I'm not sure, but in the world of alchemy studies this might be as "refined" as it gets, but there are some incredible texts there, and for that it's a useful database.
The kerotakis drawings are also from that site.
In this model, young students are the "raw material," or "base metals," in pursuit of refinement. The classroom or the school then serves as the specialized device or technology (in alchemical science this is called the "kerotakis") by which raw, unusable human beings can be effectively transformed into more valuable chunks of "gold."
In my CBook I've placed a URL to a website that's interesting in and of itself -- "The Alchemy Web Site." I'm not sure, but in the world of alchemy studies this might be as "refined" as it gets, but there are some incredible texts there, and for that it's a useful database.
The kerotakis drawings are also from that site.
How to Get an 'A' (in this class)
Grades are obviously an important concern, in this or any class, and given my position as professor and therefore the one who signs off on grades, I do take them seriously.
However, given all the pressures and anxieties often associated with grades, they can also get in the way and become themselves distractions to learning. In my opinion, focusing too much on grades can actually interfere with your effort to get a good grade!
Each of one of the following suggestions is a shorthand abbreviation for a much larger issue, but I offer these here as a way to start, or continue, a conversation on grading. Feedback is welcome and encouraged.
How do you do well in this class? I would recommend that you...
1. Stop trying to "get an A." Instead...
2. Make writing (and reading and research) a "way of living" (VQ 68) as opposed to a nagging course requirement or something you have to do to get through.
3. Cultivate a "research attitude" (VQ 89) in yourself and help cultivate a "research attitude" in those around you, especially your classmates.
4. Approach your education as a process of "creative evolution" (Ferm 9) and not only a step toward accreditation.
5. Treat your classmates and your professor as allies, not as impediments to your success.
6. Keep your mind open to new possibilities (take risks).
7. Take advantage of ALL the learning resources (and materials, equipment) at your disposal (VQ 14).
8. Use every activity and interaction in this class (on your own, in groups, with the professor) as an opportunity to demonstrate your interest in and commitment to all of the above.
9. Take all feedback seriously and work to incorporate the best of it into your work.
10. Continue to work hard and don't settle for the easy way out.
What else could go on this list?
Are any of these recommendations unreasonable?
Which ones make sense to you and which ones don't?
However, given all the pressures and anxieties often associated with grades, they can also get in the way and become themselves distractions to learning. In my opinion, focusing too much on grades can actually interfere with your effort to get a good grade!
Each of one of the following suggestions is a shorthand abbreviation for a much larger issue, but I offer these here as a way to start, or continue, a conversation on grading. Feedback is welcome and encouraged.
How do you do well in this class? I would recommend that you...
1. Stop trying to "get an A." Instead...
2. Make writing (and reading and research) a "way of living" (VQ 68) as opposed to a nagging course requirement or something you have to do to get through.
3. Cultivate a "research attitude" (VQ 89) in yourself and help cultivate a "research attitude" in those around you, especially your classmates.
4. Approach your education as a process of "creative evolution" (Ferm 9) and not only a step toward accreditation.
5. Treat your classmates and your professor as allies, not as impediments to your success.
6. Keep your mind open to new possibilities (take risks).
7. Take advantage of ALL the learning resources (and materials, equipment) at your disposal (VQ 14).
8. Use every activity and interaction in this class (on your own, in groups, with the professor) as an opportunity to demonstrate your interest in and commitment to all of the above.
9. Take all feedback seriously and work to incorporate the best of it into your work.
10. Continue to work hard and don't settle for the easy way out.
What else could go on this list?
Are any of these recommendations unreasonable?
Which ones make sense to you and which ones don't?
2.28.2007
(My) BookSpace (Face)
A few weeks ago in class we talked about blogging in relation to other popular web-based "personalized" spaces, in particular FaceBook and MySpace. The Communication Survey we did in class made it clear that both FB and MS are hugely popular among this group of students. I suspect, too, that these students represent the average and that FB and MS tend to be staples in the diets of almost all students at SJU and elsewhere (at least among wired communities -- note access issues complicate this portrait).
Is it fair to characterize FB and MS as "face-based" spaces? In other words, do they prioritize personality, individuality, uniqueness, and self-image (literally with pictures) as the key criteria for establishing and mainting one's presence (perhaps status) in digital environments?
Assuming that this analysis is generally correct, I wanted to propose (that day in class) that we approach blogging as an activity similar in many ways to FB and MS activities but also significantly different in its priorities. Originally blogging was strictly a text-based, journalist activity. Soon photo-blogging and video-blogging (vlogging) entered the fray as variations on that original textual theme. I'm hip to those developments but also want to reserve space, in blogging, for text-based composition activities that nonetheless "present" and "personalize" in ways similar to MySpace and FaceBook.
In fact, it may help to think of blogging as a variation on MySpace and FaceBook activities but with the "My" and "Face" of those two entities deleted -- or muted, made less important -- in the interest of prioritizing the "Book Space" of text-based blogging.
Depending on how dedicated and *active* they are, students in this class will have generated, by the end of the semester, enough material to fill a book, so why not be proactive about that possibility now and mobilize our blog spaces as book spaces -- i.e., as digital composition laboratories where all of us write our own books. This blog, VisiblePage, is already taking the shape of a series of chapters that will likely be folded into a future version of the Vision Quest Guidebook. I wonder how the "chapters" now being written by the students would fit in a book of their making.
The "Presentation and Production" project discussed at the end of VQ could be a way to formalize this push toward blogging as book-making. Maybe we could present all these blogs to the world simply by framing or "binding" them in such a way that they become, in total, the BOOK written collectively by this class, at this time, at this university, in this part of the world. Perhaps individual students will want to reframe or redesign their blogs (remember, we can change the template at any time without losing any of our entries) to highlight their status, at the end, as books-in-progress. Maybe some students will want to start a new blog, or a group blog, where they copy and paste the *best* of what they've written. This group/class blog could function as a kind of anthology of student research writing.
A lot of possibilities, I think, if we begin to think of blogs as book spaces.
Is it fair to characterize FB and MS as "face-based" spaces? In other words, do they prioritize personality, individuality, uniqueness, and self-image (literally with pictures) as the key criteria for establishing and mainting one's presence (perhaps status) in digital environments?
Assuming that this analysis is generally correct, I wanted to propose (that day in class) that we approach blogging as an activity similar in many ways to FB and MS activities but also significantly different in its priorities. Originally blogging was strictly a text-based, journalist activity. Soon photo-blogging and video-blogging (vlogging) entered the fray as variations on that original textual theme. I'm hip to those developments but also want to reserve space, in blogging, for text-based composition activities that nonetheless "present" and "personalize" in ways similar to MySpace and FaceBook.
In fact, it may help to think of blogging as a variation on MySpace and FaceBook activities but with the "My" and "Face" of those two entities deleted -- or muted, made less important -- in the interest of prioritizing the "Book Space" of text-based blogging.
Depending on how dedicated and *active* they are, students in this class will have generated, by the end of the semester, enough material to fill a book, so why not be proactive about that possibility now and mobilize our blog spaces as book spaces -- i.e., as digital composition laboratories where all of us write our own books. This blog, VisiblePage, is already taking the shape of a series of chapters that will likely be folded into a future version of the Vision Quest Guidebook. I wonder how the "chapters" now being written by the students would fit in a book of their making.
The "Presentation and Production" project discussed at the end of VQ could be a way to formalize this push toward blogging as book-making. Maybe we could present all these blogs to the world simply by framing or "binding" them in such a way that they become, in total, the BOOK written collectively by this class, at this time, at this university, in this part of the world. Perhaps individual students will want to reframe or redesign their blogs (remember, we can change the template at any time without losing any of our entries) to highlight their status, at the end, as books-in-progress. Maybe some students will want to start a new blog, or a group blog, where they copy and paste the *best* of what they've written. This group/class blog could function as a kind of anthology of student research writing.
A lot of possibilities, I think, if we begin to think of blogs as book spaces.
2.26.2007
Change
"If you don't like something,
change it.
If you can't change it,
change your attitude.
Don't complain."
--Maya Angelou
change it.
If you can't change it,
change your attitude.
Don't complain."
--Maya Angelou
2.23.2007
On Cheating, Lying, Fraud, Plagiarism, and Other Resources Available to Today's College Students
So I was just presented with an interesting quandary and thought I'd share it with all of you.
One of my students wrote to let me know that [s/he] had faked some of the interview content in [his/her] report and that the "lie" would be rectified in the next draft. I wrote back to deliver two basic messages, which I'll post here:
1. I expect that you are not the only one to "fake" interviews on this assignment. That's the risk I take in teaching as I do, i.e., giving students some freedom, treating them as adults, respecting their work and not "checking" their sources, and assuming they're here to learn and that they won't dishonor themselves, their classmates, or me by "cutting corners" in order to accomplish anything (to finish on time, to get a better grade, to simplify the process, etc.). I also choose not to "police" student behavior (if I can avoid it) because I have better things to do and, frankly, I tend to believe that such behaviors usually catch up to people anyway, so why should I waste my energies on somebody else's longterm problem.
2. That said, I must remind you that lies of this nature could, in theory, classify as fraud, and I could (in fact, as a professor the administration would probably say I must) report you to the dean, and that report could possibly result in your receiving an "F" in the class and possibly other sanctions, including expulsion from the university. (I assume that wasn't part of your "research plan"?)
Okay, folks, let's cut to the chase. I'm not enthusiastic about #2 here for a lot of reasons, and in the remainder of this journal entry I'll try to explain why.
Obviously it's easy enough to "create" language and attribute it to another person. It's also easy to cobble together a few passages off the internet, too, and submit it as a "research paper." It's easy enough for me, too, to require you to submit drafts, notes, survey pages, annotated sources, interview notes, and all other "rough work" and then to go through it all (like a good detective) in search of evidence of foulplay. This would take hours beyond the several hours it already takes to teach this class. It would detract from the other things I do, such as working with those students who have no interest in cheating, lying, fraud and plagiarism and who are looking for a different kind of "feedback" from their professor. I assume most, if not all of you are of this second group.
Nonetheless, for the benefit of this second group (and for the sake of my sanity), I choose to structure my class in such a way that cheating, to quote the cliche, really doesn't pay, and I mean this literally. The "credit" you receive for work you do in this class is NOT based on the QUALITY of the work you submit -- in particular the quality of the final, finished product, assuming there is such a thing -- but rather on your ACTIVITY as a writer, reader, researcher, and participant during the 14 weeks that we're together. That activity will be documented, by me as well as you, and while it might be relatively easy to fake an interview or cut-and-paste a research paper, it's a little harder to fake activity. In fact, in order to really fake the activity that goes into constructing a good research project, you'd have to do the equivalent of that activity anyway, so why bother to fake it?
But all that aside, it's really up to you to decide how you want to approach your experience in this class, in other classes, at SJU or wherever you end up. I won't deny the simple truth that CHEATING, LYING, FRAUD, and PLAGIARISM are common RESOURCES exploited by a lot of students, at this and other institutions, to cut corners and "get through." If you make use of those resources, then okay, whatever, have fun, and good luck. However, I'm not going to be the one to play detective on your behalf and call the police when I spot something or something comes to my attention. Now, that doesn't mean that I won't be on my guard. Twenty years in this biz, I'm afraid to report, has made me both wary and skilled at noticing "bad" student behavior of all kinds. But I have no interest in making "honesty patrol" part of my work in this class. Indeed, if you like to cheat, lie, and plagiarize as part of your student tool kit, then you might even get away with it. Really, that's your business, not mine, and you have to deal with whatever consequences might come of it.
To be clear: I AM NOT ACCUSING ANYONE of lying, cheating, fraud, or plagiarism (yet). However, if you think that your ACTIVITY for this first research project was or could be interpreted as less than honest, than do yourself a favor and let me know now. Clear the air. There will be no repurcussions beyond your reading this blog entry. If any interviews are "faked," for example, then give me a chance to explain how it's not only better but actually easier, in the long run, to do them for real.
Also, if any of you are concerned, after reading this, that I might look with suspicion at your report -- particularly if it's one of a dozen or so reports I'll be getting on "dorming" and/or "commuting," which were based heavily on interviewing and survey work -- then please feel free to DOCUMENT your interview activity by showing me notes, completed questionnaires, etc., and by digitizing your findings as CBook entries on your blog. You'll want to do that anyway as a way to document your activity for this project.
Otherwise, this might be the last you hear from me on this topic. It's already eaten up too much of my time...
One of my students wrote to let me know that [s/he] had faked some of the interview content in [his/her] report and that the "lie" would be rectified in the next draft. I wrote back to deliver two basic messages, which I'll post here:
1. I expect that you are not the only one to "fake" interviews on this assignment. That's the risk I take in teaching as I do, i.e., giving students some freedom, treating them as adults, respecting their work and not "checking" their sources, and assuming they're here to learn and that they won't dishonor themselves, their classmates, or me by "cutting corners" in order to accomplish anything (to finish on time, to get a better grade, to simplify the process, etc.). I also choose not to "police" student behavior (if I can avoid it) because I have better things to do and, frankly, I tend to believe that such behaviors usually catch up to people anyway, so why should I waste my energies on somebody else's longterm problem.
2. That said, I must remind you that lies of this nature could, in theory, classify as fraud, and I could (in fact, as a professor the administration would probably say I must) report you to the dean, and that report could possibly result in your receiving an "F" in the class and possibly other sanctions, including expulsion from the university. (I assume that wasn't part of your "research plan"?)
Okay, folks, let's cut to the chase. I'm not enthusiastic about #2 here for a lot of reasons, and in the remainder of this journal entry I'll try to explain why.
Obviously it's easy enough to "create" language and attribute it to another person. It's also easy to cobble together a few passages off the internet, too, and submit it as a "research paper." It's easy enough for me, too, to require you to submit drafts, notes, survey pages, annotated sources, interview notes, and all other "rough work" and then to go through it all (like a good detective) in search of evidence of foulplay. This would take hours beyond the several hours it already takes to teach this class. It would detract from the other things I do, such as working with those students who have no interest in cheating, lying, fraud and plagiarism and who are looking for a different kind of "feedback" from their professor. I assume most, if not all of you are of this second group.
Nonetheless, for the benefit of this second group (and for the sake of my sanity), I choose to structure my class in such a way that cheating, to quote the cliche, really doesn't pay, and I mean this literally. The "credit" you receive for work you do in this class is NOT based on the QUALITY of the work you submit -- in particular the quality of the final, finished product, assuming there is such a thing -- but rather on your ACTIVITY as a writer, reader, researcher, and participant during the 14 weeks that we're together. That activity will be documented, by me as well as you, and while it might be relatively easy to fake an interview or cut-and-paste a research paper, it's a little harder to fake activity. In fact, in order to really fake the activity that goes into constructing a good research project, you'd have to do the equivalent of that activity anyway, so why bother to fake it?
But all that aside, it's really up to you to decide how you want to approach your experience in this class, in other classes, at SJU or wherever you end up. I won't deny the simple truth that CHEATING, LYING, FRAUD, and PLAGIARISM are common RESOURCES exploited by a lot of students, at this and other institutions, to cut corners and "get through." If you make use of those resources, then okay, whatever, have fun, and good luck. However, I'm not going to be the one to play detective on your behalf and call the police when I spot something or something comes to my attention. Now, that doesn't mean that I won't be on my guard. Twenty years in this biz, I'm afraid to report, has made me both wary and skilled at noticing "bad" student behavior of all kinds. But I have no interest in making "honesty patrol" part of my work in this class. Indeed, if you like to cheat, lie, and plagiarize as part of your student tool kit, then you might even get away with it. Really, that's your business, not mine, and you have to deal with whatever consequences might come of it.
To be clear: I AM NOT ACCUSING ANYONE of lying, cheating, fraud, or plagiarism (yet). However, if you think that your ACTIVITY for this first research project was or could be interpreted as less than honest, than do yourself a favor and let me know now. Clear the air. There will be no repurcussions beyond your reading this blog entry. If any interviews are "faked," for example, then give me a chance to explain how it's not only better but actually easier, in the long run, to do them for real.
Also, if any of you are concerned, after reading this, that I might look with suspicion at your report -- particularly if it's one of a dozen or so reports I'll be getting on "dorming" and/or "commuting," which were based heavily on interviewing and survey work -- then please feel free to DOCUMENT your interview activity by showing me notes, completed questionnaires, etc., and by digitizing your findings as CBook entries on your blog. You'll want to do that anyway as a way to document your activity for this project.
Otherwise, this might be the last you hear from me on this topic. It's already eaten up too much of my time...
2.19.2007
Comment on "perfectionism" tips
Creativity is "messy"!
Writing produces "anxiety"!
The fun of writing is in the "process"!
If I were to write a research paper on "how to be creative" in writing, I would use these three tips to help anchor my analysis.
Note: I found this blog entry after doing a Google search using the search string, "how to write more."
Obviously this stuff goes well with my two posts on writing more and inspiration.
Writing produces "anxiety"!
The fun of writing is in the "process"!
If I were to write a research paper on "how to be creative" in writing, I would use these three tips to help anchor my analysis.
Note: I found this blog entry after doing a Google search using the search string, "how to write more."
Obviously this stuff goes well with my two posts on writing more and inspiration.
On Perfectionism
Perfectionism is a writer's curse. The first step in breaking the spell of perfectionism is to recognize that you're under its spell. Once you've recognized that this is your challenge, you can eliminate perfectionism for good.
Start by telling yourself that your writing doesn't have to be perfect. It just has to get done.
Here are five ways to eliminate perfectionism:
...
Three: Realize That Creativity Is Messy
The concept of "perfect" cripples you as a writer. Creativity is not clean and clear and perfect, it's messy. Realize that messiness is a good sign that your writing is creative - it may be the best writing you've yet done. Allow your writing to be messy.
Four: Realize That Creativity Involves Anxiety
Unfortunately, creativity involves anxiety because you're using your right brain. Whenever you're using your right brain, researchers have found that you experience some anxiety. That's just the way it is. Your perfectionism is a desire to eliminate your anxiety. In the process, you may kill all the creativity in your work.
Go for a walk, or go to the gym - physical activity will relax you.
Five: Realize That Writing Is A Process, Not A Destination
No matter what high hopes you have for a piece of writing, you soon come to realize that the fun of writing is in the writing - not in anything that comes after it.
Since that's the case, relax and enjoy your writing, in all it's messiness and imperfection.
[from Angela Booth's Writing blog: http://copywriter.typepad.com/copywriter/write_more/index.html]
Start by telling yourself that your writing doesn't have to be perfect. It just has to get done.
Here are five ways to eliminate perfectionism:
...
Three: Realize That Creativity Is Messy
The concept of "perfect" cripples you as a writer. Creativity is not clean and clear and perfect, it's messy. Realize that messiness is a good sign that your writing is creative - it may be the best writing you've yet done. Allow your writing to be messy.
Four: Realize That Creativity Involves Anxiety
Unfortunately, creativity involves anxiety because you're using your right brain. Whenever you're using your right brain, researchers have found that you experience some anxiety. That's just the way it is. Your perfectionism is a desire to eliminate your anxiety. In the process, you may kill all the creativity in your work.
Go for a walk, or go to the gym - physical activity will relax you.
Five: Realize That Writing Is A Process, Not A Destination
No matter what high hopes you have for a piece of writing, you soon come to realize that the fun of writing is in the writing - not in anything that comes after it.
Since that's the case, relax and enjoy your writing, in all it's messiness and imperfection.
[from Angela Booth's Writing blog: http://copywriter.typepad.com/copywriter/write_more/index.html]
How to Write More and LIKE It!
Okay, I'm just about done with my second "blog sweep" and I'm a little disturbed by the lackluster results I'm seeing. In my first blog sweep "reflection" I tried to be encouraging and enthusiastic, mostly because I didn't want to turn anyone *off* to writing, this class, me, their blogs, etc. As the "guide on the side," I wanted to be positive, supportive, and point out the good things I was seeing. In the first weeks of this "vision quest," I didn't want anyone to give up in frustration and head home (retreating into old habits) before the journey had even begun. But also I was, as I wrote, honestly "impressed" by much of what I saw. I was genuinely charged and excited.
In all honesty, I don't feel that way now. In fact, in too many cases I see reasons to be downright discouraged. Five or six journal entries in almost four weeks time? What part of "the more, the better" do these people not understand? How difficult is it, really, to get the idea that "a journal entry a day keeps the (grumpy) professor away." So many seem keen on this idea that "we learn to write by writing" -- that we need to practice writing in order to get good at it -- and almost everyone seems genuinely committed, in principle at least, to the challenge of getting better at their writing.
And yet so few people are writing! What's up with THAT?
Okay... take a deep breath... relax, Bill. There's no use getting angry or frustrated about this. Maybe it was a slow two weeks. Maybe the hard reality of coursework (in this and other classes) has sunk in and everyone's feeling a bit overwhelmed, distracted, overworked. Maybe there haven't been enough "directed" journal assignments, although I must maintain that even an "open" journal entry assignment is, in its own way, a form of direction. I mean, these are college students after all, right? They're all adults. They may complain about having to "come up with something to write about," but how hard is it, really, in this day and age, with all the things we do, see, hear, feel, etc., to "come up" with some informal writing. For goodness sake, it's not even graded!
In other words, I don't think I'm asking for too much: 10 entries as a minimum at this point in the course? Seems downright generous, easy, maybe too easy. Breaks down to about one every two or three days. The ideal, of course, is one every day, or at least an average of one per day, but I'm a realist. I'm not going to expect THAT much writing. But maybe I should. Maybe I err in NOT requiring, what, 300 words a day? Maybe I should hand out a bunch of "Fs" right now and see how many of them can scramble their way to a passing grade by the end of April.... He he he! Maybe that would get their attention (he says with a snear and a growl).
Oh... woe is me! I KNOW NOT WHAT TO DO!
............
Back to basics:
Question: How do we write more and LIKE it?
Answer (for me): Make it a part of your EVERYDAY life. Don't think of it as just writing or just an assignment. Make it a study activity; treat it as "down time," a time to relax and center your thoughts; use it as a form of prayer or meditation; do it in the morning, over coffee, as a "stretching activity" to wake up your brain and get ready for your day.
Or, why not: Assume that in order to pass this class -- PASS, not get an A or a B or even a C, but just to pass the class -- you have to take this idea of *writing a lot* seriously and WRITE A LOT! I'd rather not be so draconian in my interactions with you, but if it helps you to have the dark cloud of failure hanging over your head, then let the clouds form! Bring on the storm (no pun intended). For the benefit of all, I hereby declare the following (thunder bolts please) :
IN ORDER TO PASS THIS CLASS, YOU HAVE TO WRITE A LOT. And that means you have to shoot for an average of, well, at least one entry (journal, your own writing, not 10,000 words pasted from Wikipedia) every two days. There are approximately 100 days in this semester. That means about 50 discrete, solid, engaging, readable journal entries by the time you're done with me. (Some of you may be looking forward to that day, eh?)
If you've read this far down, then I hope you're smiling -- maybe getting ready to write me a LOL comment -- because yes, I am writing this as a kind of parody of the mad professor getting mad. Mostly I want to encourage, and inspire, more writing, because much of the writing that I do see is interesting and fun to read. I want more!
This question, though -- How can I write more and LIKE it? -- is an open question.
Perhaps some of you have answers (strategies, ideas, practices, techniques) that you could share, either here or in the Study Hall. Please do share... that's what this class is all about.
Meanwhile, WRITE MORE!
[Note: There are several people doing just fine, writing a lot, taking it seriously, finding the time. I may call on you to help me help others find their respective grooves, as well.]
In all honesty, I don't feel that way now. In fact, in too many cases I see reasons to be downright discouraged. Five or six journal entries in almost four weeks time? What part of "the more, the better" do these people not understand? How difficult is it, really, to get the idea that "a journal entry a day keeps the (grumpy) professor away." So many seem keen on this idea that "we learn to write by writing" -- that we need to practice writing in order to get good at it -- and almost everyone seems genuinely committed, in principle at least, to the challenge of getting better at their writing.
And yet so few people are writing! What's up with THAT?
Okay... take a deep breath... relax, Bill. There's no use getting angry or frustrated about this. Maybe it was a slow two weeks. Maybe the hard reality of coursework (in this and other classes) has sunk in and everyone's feeling a bit overwhelmed, distracted, overworked. Maybe there haven't been enough "directed" journal assignments, although I must maintain that even an "open" journal entry assignment is, in its own way, a form of direction. I mean, these are college students after all, right? They're all adults. They may complain about having to "come up with something to write about," but how hard is it, really, in this day and age, with all the things we do, see, hear, feel, etc., to "come up" with some informal writing. For goodness sake, it's not even graded!
In other words, I don't think I'm asking for too much: 10 entries as a minimum at this point in the course? Seems downright generous, easy, maybe too easy. Breaks down to about one every two or three days. The ideal, of course, is one every day, or at least an average of one per day, but I'm a realist. I'm not going to expect THAT much writing. But maybe I should. Maybe I err in NOT requiring, what, 300 words a day? Maybe I should hand out a bunch of "Fs" right now and see how many of them can scramble their way to a passing grade by the end of April.... He he he! Maybe that would get their attention (he says with a snear and a growl).
Oh... woe is me! I KNOW NOT WHAT TO DO!
............
Back to basics:
Question: How do we write more and LIKE it?
Answer (for me): Make it a part of your EVERYDAY life. Don't think of it as just writing or just an assignment. Make it a study activity; treat it as "down time," a time to relax and center your thoughts; use it as a form of prayer or meditation; do it in the morning, over coffee, as a "stretching activity" to wake up your brain and get ready for your day.
Or, why not: Assume that in order to pass this class -- PASS, not get an A or a B or even a C, but just to pass the class -- you have to take this idea of *writing a lot* seriously and WRITE A LOT! I'd rather not be so draconian in my interactions with you, but if it helps you to have the dark cloud of failure hanging over your head, then let the clouds form! Bring on the storm (no pun intended). For the benefit of all, I hereby declare the following (thunder bolts please) :
IN ORDER TO PASS THIS CLASS, YOU HAVE TO WRITE A LOT. And that means you have to shoot for an average of, well, at least one entry (journal, your own writing, not 10,000 words pasted from Wikipedia) every two days. There are approximately 100 days in this semester. That means about 50 discrete, solid, engaging, readable journal entries by the time you're done with me. (Some of you may be looking forward to that day, eh?)
If you've read this far down, then I hope you're smiling -- maybe getting ready to write me a LOL comment -- because yes, I am writing this as a kind of parody of the mad professor getting mad. Mostly I want to encourage, and inspire, more writing, because much of the writing that I do see is interesting and fun to read. I want more!
This question, though -- How can I write more and LIKE it? -- is an open question.
Perhaps some of you have answers (strategies, ideas, practices, techniques) that you could share, either here or in the Study Hall. Please do share... that's what this class is all about.
Meanwhile, WRITE MORE!
[Note: There are several people doing just fine, writing a lot, taking it seriously, finding the time. I may call on you to help me help others find their respective grooves, as well.]
2.18.2007
The Expectation of Inspiration
One thing I'm INSPIRED to write about after reading through the (inspired) comments of my students is the topic of INSPIRATION when it comes to writing.
A few people noted that it's hard to write -- on a daily basis especially -- if you don't feel inspired to do so. They pointed out that writing only because one is challenged for "forced" to do so can be itself uninspiring, overly difficult, perhaps even a waste of time, and that the results can be a kind of gilted, uneasy writing that no one would want to read anyway. A few others brought up the question of creativity and asked, in different words, whether it was fair to expect any of us to "be creative" when it isn't necessarily something that comes naturally or at least regularly, particularly when it comes to writing.
I think these are valid objections and concerns, but rather than argue against them I'd rather bring up some related questions and then attempt to answer them, provisionally, in this entry.
Most experts on childhood development agree that we are all born with an inherent capacity for invention and creativity. If this is true, and some of us get to the point where we don't feel creative, or don't regard ourselves as the "creative type," then where does that inherent capacity go? If you don't consider yourself a creative person (I've heard this over and over through the years), then why not? What triggers that change of attitude or perspective?
If you pride yourself on being creative, how did you maintain that inherent capacity for creativity through the years? Were you encouraged by certain teachers, your parents? Did someone spot something "creative" in you and make that announcement? Do you remember doing something creative and being rewarded for it in some way that stuck with you?
I won't generalize about anyone's sense of themselves as either creative or ... what's the opposite?... uncreative? However, I will propose something for everyone to consider. Yes, many of us have to *work* at being creative. It doesn't come naturally, or let's say our capacities for creative thought and action tend to be cultivated (in school, in society) less than, say, our capacities for test-taking, media consumption, or shopping.
(Think about this last comparison: How many times have you caught yourself thinking, Gosh, I'm just not very good at going to movies and buying things. I really have to work at my clothes shopping. Coming up with the energy to choose a new cell phone skin is a real challenge for me. Maybe this is true for you! -- but we don't hear this anxeity voiced very often in our society. Why not? And why, conversely, are writing and other forms of creative expression often among those things that we don't celebrate as somehow "natural" or at least "easy" facets of our daily lives?)
But rather than accept as given that writing is a "challenge" that must be confronted, I'd rather operate from the assumption that, indeed, we are all born creative beings -- that human beings are inherently inventive, creative, imaginative, that this separates us from other animals -- and because we are all inherently creative we should EXPECT ourselves to be creative. Sure, we may, to different degrees, have to work at the craft, techniques, and technologies of writing, but I no longer accept this idea, often taken for granted, that some people are inspired and others not, that some are creative and others not.
Let's explore the idea instead that we all find INSPIRATION as easily and naturally as we find air to breathe (and note the similarities of the words "inspiration" and "respiration"). In other words, when it comes to writing -- or at least coming up with some energy for writing -- I don't "challenge" you to be inspired, I EXPECT you to be inspired. I suggest, as well, that you expect the same for yourself. You have it in you. You were born with it. It may be buried under a few years of standardized tests, bad experiences with writing, or layers of Hollywood media saturation, but it's there and maybe all you need to do is expect it of yourselves in order to bring it back to the surface.
I believe, in fact, that if we go into our writing tasks with this expectation of inspiration, then we will find ourselves doing more easily and naturally what before seemed arduous and nearly impossible.
So, I accept that people are busy, preoccupied, and distracted, and that this can make it difficult to FIND YOUR INSPIRATION when it comes to writing. However, I no longer accept as an excuse that you can only write, or write on a daily basis, if you feel inspired to do so or if you find the reading or question or prompt inspiring enough to write about.
Do we wait to feel inspired before we take a breath?
Do we expect the air to inspire us to breathe?
Do we wait for an inspiring breeze to come along before we take our first breath in the morning?
If we're finding it hard to breathe (because of asthma, a bad cold, a smoking neighbor, smog, pollution), do we blame the air itself for that difficulty or discomfort?
Now, this is a slippery analogy, but I hope you get my point. And I don't mean to suggest that I expect you, all of a sudden, to emerge from your cocoon and start writing freely for hours at a time, a new butterfly taking flight on the winds of newly found inspiration! All I ask, really, is that you consider this question of inspiration as just that -- a question -- and think about what you've grown to expect of yourselves as writers. Maybe you expect a lot. Maybe you expect very little. Maybe you've decided that others who read your writing shouldn't expect very much. What are your expectations when it comes to writing?
Take a deep breath and start writing. From this point on, I expect you to be inspired.
Does that help or not? What does that mean to you? Is it possible to make inspiration a course requirement???
A few people noted that it's hard to write -- on a daily basis especially -- if you don't feel inspired to do so. They pointed out that writing only because one is challenged for "forced" to do so can be itself uninspiring, overly difficult, perhaps even a waste of time, and that the results can be a kind of gilted, uneasy writing that no one would want to read anyway. A few others brought up the question of creativity and asked, in different words, whether it was fair to expect any of us to "be creative" when it isn't necessarily something that comes naturally or at least regularly, particularly when it comes to writing.
I think these are valid objections and concerns, but rather than argue against them I'd rather bring up some related questions and then attempt to answer them, provisionally, in this entry.
Most experts on childhood development agree that we are all born with an inherent capacity for invention and creativity. If this is true, and some of us get to the point where we don't feel creative, or don't regard ourselves as the "creative type," then where does that inherent capacity go? If you don't consider yourself a creative person (I've heard this over and over through the years), then why not? What triggers that change of attitude or perspective?
If you pride yourself on being creative, how did you maintain that inherent capacity for creativity through the years? Were you encouraged by certain teachers, your parents? Did someone spot something "creative" in you and make that announcement? Do you remember doing something creative and being rewarded for it in some way that stuck with you?
I won't generalize about anyone's sense of themselves as either creative or ... what's the opposite?... uncreative? However, I will propose something for everyone to consider. Yes, many of us have to *work* at being creative. It doesn't come naturally, or let's say our capacities for creative thought and action tend to be cultivated (in school, in society) less than, say, our capacities for test-taking, media consumption, or shopping.
(Think about this last comparison: How many times have you caught yourself thinking, Gosh, I'm just not very good at going to movies and buying things. I really have to work at my clothes shopping. Coming up with the energy to choose a new cell phone skin is a real challenge for me. Maybe this is true for you! -- but we don't hear this anxeity voiced very often in our society. Why not? And why, conversely, are writing and other forms of creative expression often among those things that we don't celebrate as somehow "natural" or at least "easy" facets of our daily lives?)
But rather than accept as given that writing is a "challenge" that must be confronted, I'd rather operate from the assumption that, indeed, we are all born creative beings -- that human beings are inherently inventive, creative, imaginative, that this separates us from other animals -- and because we are all inherently creative we should EXPECT ourselves to be creative. Sure, we may, to different degrees, have to work at the craft, techniques, and technologies of writing, but I no longer accept this idea, often taken for granted, that some people are inspired and others not, that some are creative and others not.
Let's explore the idea instead that we all find INSPIRATION as easily and naturally as we find air to breathe (and note the similarities of the words "inspiration" and "respiration"). In other words, when it comes to writing -- or at least coming up with some energy for writing -- I don't "challenge" you to be inspired, I EXPECT you to be inspired. I suggest, as well, that you expect the same for yourself. You have it in you. You were born with it. It may be buried under a few years of standardized tests, bad experiences with writing, or layers of Hollywood media saturation, but it's there and maybe all you need to do is expect it of yourselves in order to bring it back to the surface.
I believe, in fact, that if we go into our writing tasks with this expectation of inspiration, then we will find ourselves doing more easily and naturally what before seemed arduous and nearly impossible.
So, I accept that people are busy, preoccupied, and distracted, and that this can make it difficult to FIND YOUR INSPIRATION when it comes to writing. However, I no longer accept as an excuse that you can only write, or write on a daily basis, if you feel inspired to do so or if you find the reading or question or prompt inspiring enough to write about.
Do we wait to feel inspired before we take a breath?
Do we expect the air to inspire us to breathe?
Do we wait for an inspiring breeze to come along before we take our first breath in the morning?
If we're finding it hard to breathe (because of asthma, a bad cold, a smoking neighbor, smog, pollution), do we blame the air itself for that difficulty or discomfort?
Now, this is a slippery analogy, but I hope you get my point. And I don't mean to suggest that I expect you, all of a sudden, to emerge from your cocoon and start writing freely for hours at a time, a new butterfly taking flight on the winds of newly found inspiration! All I ask, really, is that you consider this question of inspiration as just that -- a question -- and think about what you've grown to expect of yourselves as writers. Maybe you expect a lot. Maybe you expect very little. Maybe you've decided that others who read your writing shouldn't expect very much. What are your expectations when it comes to writing?
Take a deep breath and start writing. From this point on, I expect you to be inspired.
Does that help or not? What does that mean to you? Is it possible to make inspiration a course requirement???
2.07.2007
Discussion Bored?
The Discussion Board only works if we forget that it's a contradiction in terms: Discussion? On a Board?
We're used to the idea of the Listserv as a meeting ground for people to "discuss" topics (news, TV shows, software, books, movie stars), and many of you have likely participated in such discussions. However, like it says in the Guidebook, "online 'discussion' is not verbal, like it is in class, but written" (23), and for our purposes, the WebCT DB gives you another chance to practice your writing skills.
Thus, the basic rule for this class -- the more, the better -- applies equally to journal writing and DB participation. So, approach your Discussion Board posts with the following mantra:
I have something to say about this topic (a reading or whatever) and, gosh darnit, I'm going to say it!
If you have to play with the topic for a while before you discover what you have to say, then take that time to play. Meanwhile, you may want to avoid posting brief, choppy, impressionistic comments ("I liked it okay but it really confused me at first"). It's great that you liked it, and it's perfectly okay to be confused (by a reading, for example), but to "play" with the topic means that you work through that confusion and that early impression and try to ascertain (in writing) exactly what it is you like and, likewise, what confused you.
You may, in fact, clear up your confusion by writing through it for a while and then composing a response/reflection that then begins with whatever solution you've found to your problem, even if that solution is temporary or incomplete. In short, feel free to start your post with comments about likes, dislikes, confusions, etc., but these perhaps could be managed in a sentence or two leading into more substantive *inquiry* on the topic at hand.
Details and examples, as well, are always GREAT additions to a DB post.
Now, having argued above that online discussion is not really discussion at all, let's revise that thesis and consider online discussion as a particular kind of discussion which, while not verbal, is not entirely unlike person-to-person, or group, conversation either.
Students in the past have complained that one problem with the DB is the lack of response and feedback. Some have claimed that they felt like they were writing into a vacuum and this, of course, made them less than eager to spend the time needed to write anything.
Understandable objections!
And the solution, of course, is to FOLLOW THE GUIDEBOOK on this point and think of the DB as "yet another site, or medium, for the kind of focused interaction and community-building" we're attempting in this class (23). One of your goals with the DB, then, is "to participate in a larger, ongoing class conversation in which you are as much a discussion leader as me or anyone else" (23).
In other words, you're not writing to me exclusively; in fact, I'd rather you not write to me at all. Also, you're not writing to fulfill an assignment. This kind of writing (for the benefit of the professor, to dispense with an assignment) is... no offense... BORING! It tends to be dry, unenthusiastic, false, pretend, overly formal, gimmicky, and uninteresting. In a way, the medium itself encourages this, since we all go in separately and post separately, at different times. Reading through all the posts is something like watching people bowl in parallel lanes. There may be some fun rolls here and there, but overall it's not the most *engaging* activity to watch people BOWLING ALONE!
Now, much of what is now in the DB (in response to the "Labyrinth" story") is NOT boring at all -- in fact, I encourage you to go back in, even if you've "already done you're duty," and consider what some of your classmates have said about this funny little story. Write back. Pick up on one of their points and run with it. Challenge an interpretation (for example, do you agree that the "Labyrinth" story is an S&M sex narrative written for 17th century perverts?).
In short, start conversations and continue discussions already started. Absent that, the DB becomes just another thing we have to do, and I'd rather not do that. (I'd rather go bowling.)
We're used to the idea of the Listserv as a meeting ground for people to "discuss" topics (news, TV shows, software, books, movie stars), and many of you have likely participated in such discussions. However, like it says in the Guidebook, "online 'discussion' is not verbal, like it is in class, but written" (23), and for our purposes, the WebCT DB gives you another chance to practice your writing skills.
Thus, the basic rule for this class -- the more, the better -- applies equally to journal writing and DB participation. So, approach your Discussion Board posts with the following mantra:
I have something to say about this topic (a reading or whatever) and, gosh darnit, I'm going to say it!
If you have to play with the topic for a while before you discover what you have to say, then take that time to play. Meanwhile, you may want to avoid posting brief, choppy, impressionistic comments ("I liked it okay but it really confused me at first"). It's great that you liked it, and it's perfectly okay to be confused (by a reading, for example), but to "play" with the topic means that you work through that confusion and that early impression and try to ascertain (in writing) exactly what it is you like and, likewise, what confused you.
You may, in fact, clear up your confusion by writing through it for a while and then composing a response/reflection that then begins with whatever solution you've found to your problem, even if that solution is temporary or incomplete. In short, feel free to start your post with comments about likes, dislikes, confusions, etc., but these perhaps could be managed in a sentence or two leading into more substantive *inquiry* on the topic at hand.
Details and examples, as well, are always GREAT additions to a DB post.
Now, having argued above that online discussion is not really discussion at all, let's revise that thesis and consider online discussion as a particular kind of discussion which, while not verbal, is not entirely unlike person-to-person, or group, conversation either.
Students in the past have complained that one problem with the DB is the lack of response and feedback. Some have claimed that they felt like they were writing into a vacuum and this, of course, made them less than eager to spend the time needed to write anything.
Understandable objections!
And the solution, of course, is to FOLLOW THE GUIDEBOOK on this point and think of the DB as "yet another site, or medium, for the kind of focused interaction and community-building" we're attempting in this class (23). One of your goals with the DB, then, is "to participate in a larger, ongoing class conversation in which you are as much a discussion leader as me or anyone else" (23).
In other words, you're not writing to me exclusively; in fact, I'd rather you not write to me at all. Also, you're not writing to fulfill an assignment. This kind of writing (for the benefit of the professor, to dispense with an assignment) is... no offense... BORING! It tends to be dry, unenthusiastic, false, pretend, overly formal, gimmicky, and uninteresting. In a way, the medium itself encourages this, since we all go in separately and post separately, at different times. Reading through all the posts is something like watching people bowl in parallel lanes. There may be some fun rolls here and there, but overall it's not the most *engaging* activity to watch people BOWLING ALONE!
Now, much of what is now in the DB (in response to the "Labyrinth" story") is NOT boring at all -- in fact, I encourage you to go back in, even if you've "already done you're duty," and consider what some of your classmates have said about this funny little story. Write back. Pick up on one of their points and run with it. Challenge an interpretation (for example, do you agree that the "Labyrinth" story is an S&M sex narrative written for 17th century perverts?).
In short, start conversations and continue discussions already started. Absent that, the DB becomes just another thing we have to do, and I'd rather not do that. (I'd rather go bowling.)
2.03.2007
Initial "Blog Sweep" - Reflections
Overall, and in most cases, I'm impressed with how people are using their blogs. For some, it's a brand new thing, and one student commented that he was enjoying the process of writing "freely" without having to worry too much about style, technique, and mechanics. It appears to me that others are familiar with this kind of web-based, journalist writing, and these blogs are a continuation of other online writing activities, such as on MySpace or FaceBook. This works for me too -- since I'm eager in this class to make the point that we are continuing a "vision quest" that began before this class started and will continue long after it's over. Some are picking up on this -- and the blog seems to function like one piece of a larger puzzle of self-presentation.
Meanwhile, I also finished this first sweep with one simple thought: WE NEED TO WRITE MORE!! I know everyone's busy with other classes, work, etc., but I'll turn here and face the class as audience and say it plain: To do well in this class, you need to write a lot and write often, perhaps every day. That doesn't mean you have to come up with something brilliant every day, but I can pretty much guarantee that if you spend at least 30 minutes every day writing in your journal (this blog journal especially), then writing will start to come easier, or if it already comes easy, you may find yourself entering new creative zones with renewed energy and perhaps more skill. We "learn to write by writing," like it says in the front of the VQ Guidebook.
There may be some confusion about the difference between the "Journal" and the "Commonplace Book" as labels, as categories. If there is some confusion, I'm not surprised. It's a tricky concept in some ways and not necessarily something I can expect you (students) to be familiar or comfortable with right away. I proposed some "rules of thumb" for CBook and Journal entries in class. Here's a summary, with some stuff added in:
Journal =
"My own" thoughts, ideas, reflections -- what I can write, so to speak, "with my eyes closed," without the help of looking at other books, websites, etc., and without the help of other "voices" (including people I interview).
Commonplace Book =
"Other people's" thoughts, ideas, reflections, research, data -- what I find when I go in search of an answer in the library or on the Internet, the results of an informal survey, even the informal answers my mother might give if I ask her to tell me about my name.
Also, if you go to "copy" something (off a website, for example), think of the Commonplace Book entry as the first place you go to "paste" that material. In other words, if the Journal is "all me," then the CBook should be "all somebody else." You don't have to write, introduce, frame, or comment on the stuff you copy into your Commonplace Book. You'll have a chance to do this later if you decide to weave or incorporate some CBook material into a formal report/document.
This proposed difference between "my own" and "other people's" is debatable, and you'll see why down the road. For now, though, this rough distinction may help get you started.
In sum, I'm pretty psyched that everyone has a functioning blog and is using it. No small feat, actually, after about 3 weeks of class.
Meanwhile, I also finished this first sweep with one simple thought: WE NEED TO WRITE MORE!! I know everyone's busy with other classes, work, etc., but I'll turn here and face the class as audience and say it plain: To do well in this class, you need to write a lot and write often, perhaps every day. That doesn't mean you have to come up with something brilliant every day, but I can pretty much guarantee that if you spend at least 30 minutes every day writing in your journal (this blog journal especially), then writing will start to come easier, or if it already comes easy, you may find yourself entering new creative zones with renewed energy and perhaps more skill. We "learn to write by writing," like it says in the front of the VQ Guidebook.
There may be some confusion about the difference between the "Journal" and the "Commonplace Book" as labels, as categories. If there is some confusion, I'm not surprised. It's a tricky concept in some ways and not necessarily something I can expect you (students) to be familiar or comfortable with right away. I proposed some "rules of thumb" for CBook and Journal entries in class. Here's a summary, with some stuff added in:
Journal =
"My own" thoughts, ideas, reflections -- what I can write, so to speak, "with my eyes closed," without the help of looking at other books, websites, etc., and without the help of other "voices" (including people I interview).
Commonplace Book =
"Other people's" thoughts, ideas, reflections, research, data -- what I find when I go in search of an answer in the library or on the Internet, the results of an informal survey, even the informal answers my mother might give if I ask her to tell me about my name.
Also, if you go to "copy" something (off a website, for example), think of the Commonplace Book entry as the first place you go to "paste" that material. In other words, if the Journal is "all me," then the CBook should be "all somebody else." You don't have to write, introduce, frame, or comment on the stuff you copy into your Commonplace Book. You'll have a chance to do this later if you decide to weave or incorporate some CBook material into a formal report/document.
This proposed difference between "my own" and "other people's" is debatable, and you'll see why down the road. For now, though, this rough distinction may help get you started.
In sum, I'm pretty psyched that everyone has a functioning blog and is using it. No small feat, actually, after about 3 weeks of class.
2.01.2007
Name: William
The English "William" is taken from the Anglo-Norman language and was transmitted to England after the Norman Conquest in the 11th century, and soon became the most popular name in England, along with other Norman names such as Robert, Richard, Roger, and Hugh (all of Germanic origin, transmitted through the Normans' use of Old French). The name was so popular, in fact, that history records an event in Normandy in 1171 where Henry the Young King held court for Christmas which included 110 knights named "William"-- the Williams had gathered in a room and refused to allow any one to eat with them, unless they were named William.
According to the 1990 U.S. Census the name William is the 5th most popular first name with 2.451% of the male population (around three million). The last name Williams is the 3rd most popular last name with 0.699% of the population (around 1,747,500 people).
According to the 1990 U.S. Census the name William is the 5th most popular first name with 2.451% of the male population (around three million). The last name Williams is the 3rd most popular last name with 0.699% of the population (around 1,747,500 people).
1.29.2007
How to Liberate Your Laptop!
The best way to liberate your laptop is to stop thinking of it as a "laptop" (on top of your lap? come on!) and start using it as a portable learning and production studio.
But first, why does your laptop need liberating?
Answer: Because it's being held prisoner by a "business machine" aesthetic that centers on the preeminence of the "office" as the end-all of human life and activity. We don't have much choice, we users of these laptops (and you know who you are), when it comes to this dominant aesthetic, but we can stretch that aesthetic and turn/twist it a bit to better suit our purposes as writers, readers, and researchers.
Design as Resistance Production
Among the MS Office "programs" that you can access by clicking on your "Start" button, three are worth looking at more closely as you assemble your work in this class and start to think about textual production as key to your "presentation" as a writer. Those three are: Word, Publisher, and PowerPoint.
Personally I'm not a big fan of any of these, but they all, each in their own way, offer up a suite of design functions that we can apply variously to the work we do in Composition. I'm assuming that just about everyone reading this has used MS Word to compose papers for high school or college assignments. Many of you have also, no doubt, used PowerPoint to build a slideshow for use in some professional, personal, or academic project. Some may be familiar with MS Publisher, as well, though my experience has been that Publisher is often overlooked because it is either unavailable or unnecessary to most academic work.
Perhaps Publisher is overlooked in traditional academic settings because students are not often asked to produce or "publish" their class work in any formal/official way. Double-spaced essays or research papers printed out on 8.5x11 paper continue to be the norm. If you've worked on a school newspaper, however, or ever produced a big project for a history, literature, or science class, then maybe you've spent some time with this or a similar desktop publishing program.
In any event, let's liberate our laptops, first, by freeing up these programs -- Word and Publisher, especially -- and making use of the more advanced functions that, even in Word, are often neglected. When you get to the point where it's time to finalize your reports and/or documents for this class, explore the design templates in each of these programs and talk with me about how best to package and present your writing. Applying formal design styles does not necessarily improve your writing, but you may find that in trying to make your documents look good you'll be more attentive to making them sound/read well too, and vice versa.
Presentation is key, as I've said often and will say again, and when it comes to writing for professional or academic audiences, design is key to presentation.
Of Blogging and Writer's Blocks
You can also liberate your laptop by using it more regularly as both a storage space and a creative writing space. Take it with you wherever you suspect you'll find a wireless connection. Click it on and pull up your blog. Then see what happens. Even in the absence of free wireless, open up Word or Notepad (in Accessories) and start typing.
If nothing happens, no worries. Sometimes the empty "compose" window -- a virtual blank page -- calls out for text and writing and you'll answer this call by filling it up. At other times, possibly, the blog will stare back at you blankly and you'll want to snap your lap just to avoid the cold, hard glare of what some people call "writer's block."
If this ever happens, do yourself a favor and give up the idea that writing is always -- and only -- about coming up with new, fresh, brilliant ideas out of thin air and on the spur of the moment. I have no problem with fresh, brilliant ideas, but there's much to be learned as well by snatching up bits and pieces of other people's writings (not to mention scraps of anonymous stuff or overheard conversations or whatever) and collecting all of that raw data on your blog as a kind of scrapbook of found material.
As you probably know by now, your "Commonplace Book" label will serve well to mark all these gatherings (clippings) for use elsewhere.
And who knows... Maybe in those moments of "block" you may spot something to include in your Commonplace Book and that "bit" may free up your block. In this way you can use your Commonplace Book entries as *prompts* for future writing, as ways to generate brilliant, fresh writing.
These, then, are two related ways to liberate your laptop. Can you think of any others?
***
Footnote: One way to liberate your laptop, maybe, is to leave it at home. As I suggested in class, you can use your spiral notebook and plastic folder to write and gather as well (these are the real-world equivalents of your virtual journal and commonplace book). Some of you may prefer to use these older but equally adaptable writing and research technologies.
But first, why does your laptop need liberating?
Answer: Because it's being held prisoner by a "business machine" aesthetic that centers on the preeminence of the "office" as the end-all of human life and activity. We don't have much choice, we users of these laptops (and you know who you are), when it comes to this dominant aesthetic, but we can stretch that aesthetic and turn/twist it a bit to better suit our purposes as writers, readers, and researchers.
Design as Resistance Production
Among the MS Office "programs" that you can access by clicking on your "Start" button, three are worth looking at more closely as you assemble your work in this class and start to think about textual production as key to your "presentation" as a writer. Those three are: Word, Publisher, and PowerPoint.
Personally I'm not a big fan of any of these, but they all, each in their own way, offer up a suite of design functions that we can apply variously to the work we do in Composition. I'm assuming that just about everyone reading this has used MS Word to compose papers for high school or college assignments. Many of you have also, no doubt, used PowerPoint to build a slideshow for use in some professional, personal, or academic project. Some may be familiar with MS Publisher, as well, though my experience has been that Publisher is often overlooked because it is either unavailable or unnecessary to most academic work.
Perhaps Publisher is overlooked in traditional academic settings because students are not often asked to produce or "publish" their class work in any formal/official way. Double-spaced essays or research papers printed out on 8.5x11 paper continue to be the norm. If you've worked on a school newspaper, however, or ever produced a big project for a history, literature, or science class, then maybe you've spent some time with this or a similar desktop publishing program.
In any event, let's liberate our laptops, first, by freeing up these programs -- Word and Publisher, especially -- and making use of the more advanced functions that, even in Word, are often neglected. When you get to the point where it's time to finalize your reports and/or documents for this class, explore the design templates in each of these programs and talk with me about how best to package and present your writing. Applying formal design styles does not necessarily improve your writing, but you may find that in trying to make your documents look good you'll be more attentive to making them sound/read well too, and vice versa.
Presentation is key, as I've said often and will say again, and when it comes to writing for professional or academic audiences, design is key to presentation.
Of Blogging and Writer's Blocks
You can also liberate your laptop by using it more regularly as both a storage space and a creative writing space. Take it with you wherever you suspect you'll find a wireless connection. Click it on and pull up your blog. Then see what happens. Even in the absence of free wireless, open up Word or Notepad (in Accessories) and start typing.
If nothing happens, no worries. Sometimes the empty "compose" window -- a virtual blank page -- calls out for text and writing and you'll answer this call by filling it up. At other times, possibly, the blog will stare back at you blankly and you'll want to snap your lap just to avoid the cold, hard glare of what some people call "writer's block."
If this ever happens, do yourself a favor and give up the idea that writing is always -- and only -- about coming up with new, fresh, brilliant ideas out of thin air and on the spur of the moment. I have no problem with fresh, brilliant ideas, but there's much to be learned as well by snatching up bits and pieces of other people's writings (not to mention scraps of anonymous stuff or overheard conversations or whatever) and collecting all of that raw data on your blog as a kind of scrapbook of found material.
As you probably know by now, your "Commonplace Book" label will serve well to mark all these gatherings (clippings) for use elsewhere.
And who knows... Maybe in those moments of "block" you may spot something to include in your Commonplace Book and that "bit" may free up your block. In this way you can use your Commonplace Book entries as *prompts* for future writing, as ways to generate brilliant, fresh writing.
These, then, are two related ways to liberate your laptop. Can you think of any others?
***
Footnote: One way to liberate your laptop, maybe, is to leave it at home. As I suggested in class, you can use your spiral notebook and plastic folder to write and gather as well (these are the real-world equivalents of your virtual journal and commonplace book). Some of you may prefer to use these older but equally adaptable writing and research technologies.
1.23.2007
Technology Awareness
The words "technique" and "technology" come from the word "techne" and refer basically to the tools we use and how we use them. Writing is a technique, and it's also a technology. The technology is the written or printed word; the technique is how we use words, or think through words, as a means of communication, expression, investigation, etc.
Learning how to write, practicing the technique/s of writing, means finding a place for "writing" in our lives as one communication zone among others.
I like this quote, from novelist Toni Morrison: "If writing is thinking and discovery and order and meaning, it is also awe and reverence and mystery and magic." [Note to self: should transfer that quote to Commonplace Book later.] I like the way Morrison (in one sentence!) manages to balance to aspects of writing that are crucial to this course: (1) writing as "thinking" and (2) writing as "magic" or, as I see it, using writing to notice things and think through what we see/hear as a process of trans-formation.
So, "technology awareness" week is all about becoming aware of how the technologies we use shape our lives, actions, and learning. The problems we had in class the other day are just as valid (necessary?) as the overall success most people had working with their laptops. To be aware means recognzing when it works and when it doesn't -- and this goes for our developing writing "techniques" as well. Sometimes, that writing work will not work, will break down, won't play right...
Meanwhile, let's also stress the point that these laptops are little writing tools or engines, not to mention production studios and design platforms.
My next "lecture" -- How to Liberate Your Laptop! -- will develop this idea.
Learning how to write, practicing the technique/s of writing, means finding a place for "writing" in our lives as one communication zone among others.
I like this quote, from novelist Toni Morrison: "If writing is thinking and discovery and order and meaning, it is also awe and reverence and mystery and magic." [Note to self: should transfer that quote to Commonplace Book later.] I like the way Morrison (in one sentence!) manages to balance to aspects of writing that are crucial to this course: (1) writing as "thinking" and (2) writing as "magic" or, as I see it, using writing to notice things and think through what we see/hear as a process of trans-formation.
So, "technology awareness" week is all about becoming aware of how the technologies we use shape our lives, actions, and learning. The problems we had in class the other day are just as valid (necessary?) as the overall success most people had working with their laptops. To be aware means recognzing when it works and when it doesn't -- and this goes for our developing writing "techniques" as well. Sometimes, that writing work will not work, will break down, won't play right...
Meanwhile, let's also stress the point that these laptops are little writing tools or engines, not to mention production studios and design platforms.
My next "lecture" -- How to Liberate Your Laptop! -- will develop this idea.
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