SQUIRREL!

Been thinking about the squirrel meme lately. It started in the pixar movie UP! A dog is given a device that enables him to speak English. We like him and he wants to please, but every time he sees a squirrel he interrupts himself and completely loses focus. The train or thread of the discussion is lost.

A popular entertainer noted the corporate media tendency to give eccentric or ridiculous behavior way too much attention - moving from distraction to distraction rather than exploring any topic or issue in a meaningful way (it is here at 4:15 in). He compared us/ the media to the dog.

As a teacher, I've dealt with bats, a cobra, a wild dog and more insects than I can recall in the classroom. No real challenge to maintaining decorum; however, those with ADHD/ADD, autism spectrum disorder, and myself can get distracted by certain unnecessary or inappropriate images, behaviors and activities. These include but are not limited to:

• Walking in to class late while holding an uninterrupted conversation not related to the class.
• texting
• walking in late holding a fresh coffee.
  
• being consistently late (classic passive aggressive behavior - sends clear message to teacher and class)
• Sleeping in class.
• sexually inappropriate behavior (groping, disrobing, whispering, and any exchange of bodily fluid of any kind).
• ?

SO if I shout squirrel in class - I'm using a meme to express my distraction and loss of focus due to inappropriate behaviors that I can't train myself to ignore.

That will work, if we all share the same values, but do we? To what extent?

This is culturally laden. Blowing ones nose in Taiwan would send the class into hysterics. BUT I could belch really loud and no one cared at all. I used to enjoy that.

What behaviors should I add to the list?

image found at http://filesll.fluxstatic.com/01112D4701DE4E26000710FCFFFF/TN1/Jpg/B-1008/AR590x590,Resize/634200684000000000

the no sshls rule

Been thinking of boiling my course policies down to something short and clear. Something like the best selling book, The No Asshole Rule (written by Stanford business prof Robert Sutton - and winner of the 2007 Quill award for best business book - based on his popular essay written for the Harvard Review). I thought it was brilliant and funny. (buy here at amazon - and/or read additional review of text).

He makes a great case for using the A word, but not sure I can get by with it. But does jerkwad have the same impact? Isn't D-bag even more offensive and probably sexist?

If 3 to 4% of the population is sociopath (as scientists/psychologists argue) then we can't doubt jerkwads exist. Most of them aren't clinically anti-social so the percent of jerkwads is way more than 5%. In college it has a lot to do with maturity - and/or lack of it. Learning to think of those other than oneself is a big step - and considering the prefrontal cortex doesn't finish developing until the mid-20's - and that's necessary to see the consequences of actions.

Is one of the roles of / goals of/ objectives of college to recognize and avoid jerkish behavior? Should it be?

I say yes. It is addressed in comp student learning objectives as: tone, audience awareness, peer work and collaboration and effective communication. When one is a jerkwad - that is the only message received by one's audience. Any other intention is rendered moot.

To that effect, rules about use of cell phones, sleeping in class, tardiness and all other passive aggressive and disruptive behavior should be consistently applied....but...

It gets wrapped up in power or control, doesn't it.

questions for classes

• What behaviors in class qualify as jerkwadish? Why? How do the affect the class?
• Does every class have jerkwads? What percent of the school population in general are jerkwads?
• What about teachers? What behavior have you seen in instructors that qualifies as jerkwadish?
• Is it merely manners? Are manners related or not and how or why?
• 
  

Funny because it's true...

Got this from a post on the funniest facebook fails, but something very much like it has happened with one of my students.

Then he asks me to tell him what's in the textbook

found this gem at memebase

How to say nothing in 500 words

What does "Concise" mean? Is writing the art of spinning bllsht into gold? Isn't a grammatically clean paper all you really need for an "A"? Do students really think instructors can't see through BS? OR do students think BS is what is expected? (After all we see nothing but BS on TV, in the news, from those around us)....
Turns out back in the '50s a prof. had some brilliant insight into this. I've only just scanned it - but it comes highly recommended by a colleague.

• the essay
• a blog post on it by someone else.

The writer's job is to take a boring idea, and make it interesting.

course policies

I've had a policy against high fives - which I reconsidered my first year hear at my current school.

That turned out to be a mistake once. Won't go into it here - but ask me in class and we might role play it (or not).

Body art

I know stories of people not getting jobs (in banks, as nurses) because of their tattoos. I keep thinking this would make a good paper topic for the SRTOL paper, but I haven't seen it done well yet. Cracked has a funny post on this. See also my bookmarks.

The problem with a social D

A report currently excerpted on Doonesbury in the "say what" (a kinda WTF quote of the day) states:

The National Institute for Literacy estimates that 47% of adults (more than 200,000 individuals) in the City of Detroit are functionally illiterate, referring to the inability of an individual to use reading, speaking, writing, and computational skills in everyday life situations. We also know that of the 200,000... approximately half have a high school diploma or GED...

Some people, particularly students, sing the praises of the social pass - giving a low passing grade to students who have a score in the high 50%'s, but manage to show up the minimal number of times. I suspect this happens more with students who take the pass fail option - because they shoot for a 60% and we all know that the lower our expectations, the lower our performance.

A boss at a former school I taught at explicitly discouraged giving D's. This partly because novice teachers tend to worry about their students' grades more than the students do. When a new teacher, a GTA or someone insecure in their job gives a D it often means the student earned an F but the teacher lacked the confidence to enter that grade.

I don't think too many students expect the social D, but the few who do cause most of a teacher's problems.

On the relevance of Media to Composition

I always get a few students who don't see the point of using media in a composition classroom. This always surprises me. How many people see themselves writing essays for a living? How often will we write essays in our future jobs?

In my as-of-yet unpublished dissertation I have found a wealth of solid research supporting the incorporation of multi-modal forms of "writing" in composition:

Sheltzer and Warshauer (2000) write, “Language professionals who have access to an Internet computer classroom are in a position to teach students valuable lifelong learning skills and strategies for becoming autonomous learners” (p. 176). Those without access or with limited access are at a distinct disadvantage.

Teachers, in preparing content for digital modes of instruction delivery, have too often tended to, “transpose books and lectures, and so they miss the opportunity for use of the computer for creating responsive and active learning environments”(Bork, 1985. p. 7 cited in Alvi text but not referenced in their works cited).... Researchers (Lunsford, 2006; Jones-Kavalier and Flannigan, 2006; Ito et al. 2008; Lenhart et al. 2007) argue for us to redefine what it means to write in the digital age. Whatever definition we use, we must consider the role of modern web-based communication networks. It is likewise important to note, as Zhao (2003) and others have, that it isn’t the technology that makes the difference for students, but the way it is used.
Cummins (2000) notes that projects making extensive use of instructional technology (IT) can develop language and literacy more effectively than projects that make minimal use of IT. He concluded that this may be through heightened communities built across ethnic, geographical, social and linguistic divides (See also Brown et al., 1998; Cummins & Sayers, 1995).
Language educators should examine the potential of IT not only to increase the linguistic power of the individual student but also to harness that power in critical and constructive ways to strengthen the social fabric of our local and global communities…we should acknowledge the fundamental changes that IT is bringing to our societies and seek ways to use its power for transformative purposes (Cummins, 2000, p. 539). The diverse student population of our school makes development of literacy and the building of community essential.

I frequently share that many instructors (I can think of 3 off the top of my head now, and I think earlier I counted as many as 11) use multi-modal (or media) projects in composition 1. I also share that this project was the teaching demonstration that impressed my hiring committee when I got this job. We took a museum tour where the docents explained how art was composed - in many of the same ways the written word is composed.

If you need to make a presentation to a boss, will you read an image free text - or will you include pictures, charts and graphs? Will video or sound help persuade a manager or sell a product?

And my final question, should colleges prepare students for the workforce of 20 years ago, the work force of today, or the workforce 5 years down the road?

Rules for beginning writers.

Got wind of this advice for beginning writers from BoingBoing, who found it from VS Naipaul.

1. Do not write long sentences. A sentence should not have more than ten or twelve words.

2. Each sentence should make a clear statement. It should add to the statement that went before. A good paragraph is a series of clear, linked statements.

3. Do not use big words. If your computer tells you that your average word is more than five letters long, there is something wrong. The use of small words compels you to think about what you are writing. Even difficult ideas can be broken down into small words.

4. Never use words whose meaning you are not sure of. If you break this rule you should look for other work.

They found it here. I agree with Cory Doctorow that these rules should not be absolute - with the exception of # 4. What will it take for people to use the dictionary? And yet when dictionary is used - will they resist the impulse to cite it as a source?

When a toddler announces to a dinner party that they have pooped and wiped themselves, we find it acceptable and even cute. When an adolescent does the same - not cute and only acceptable if we have very low expectations of said adolescent. We expect students to use dictionaries and encyclopedias, but we don't look for that as sources on papers.

Metaphor paper - tips and advice

One way of looking at the Metaphor paper is in how it addresses the Course Goals and Objectives: From the English Department Program Guide for Comp 2 (ENGL 122) it says:

II. Students Will Demonstrate Ability to Read and Think Critically About Texts
A. Profile texts and determine potential biases.

• Identify approximate demographics for ideal audience of individual articles, journals, books, and student essays.
• Determine biases or viewpoints appealed to through analysis of the vocabulary, support, and organization of a text.

B. Comprehend the content and intention of texts.

• Summarize an article's content effectively.
• Describe the author's intention or agenda.

C. Evaluate the biases and reliability of sources.

• Identify language that reveals a bias.
• Distinguish and identify arguments based in logos, pathos and ethos.
• Locate logical fallacies in student and professional texts independently.
• Recognize personal and cultural biases that influence readers.

The papers I saw today had less summary and more quotes - ties to the text to analyze - than earlier semester's rough drafts. We've evidently done a better job talking about that. Additionally, I'd like to stress and iterate or reiterate that

• A works cited section or page will be needed. The article MUST be cited end-text.
  
• A thesis statement mentioning the article summarized by name will be needed in the first paragraph.
• Read creatively - don't merely translate the metaphor into literal language. Find a theme, bias or cultural slant.
  

Irony - grading papers

Thanks to the Saturday Morning Breakfast Cereal for this one [URL="http://www.smbc-comics.com/index.php?db=comics&id=2179"].

On word count and length requirements

I've never understood when students turn in work that doesn't meet the word count or length requirements, especially on the papers after the first turned in for grade.

If you've played a sport - or studied a martial art - consider this analogy. In basket ball or football coaches routinely ask their players to run sprints, where (in Bb for example) they run from baseline to touch the free-throw line, then return and touch the baseline and then run to touch the mid-court line, return to baseline, sprint to far court free throw line, back to baseline then run full court and back. This completes one cycle. Different teams may have different names for the drill, but the drill is repeated multiple times in a practice. [update: most common name according to students - suicides]. Football will use the grid lines on the field and go 10 yrds and back, then 20 yrds, etc.

These drills develop agility, build endurance and foster team dynamics. But players don't enjoy them.

What would a coach do, if asking players to run 5 cycles, a player runs just 1 or 2, then says, "Well coach. You get the point. I think I've shown I understand the drill. I like to be concise."?

Or imagine if you study martial arts, like: wrestling, kung-fu, karate, aikedo or the like. When the coach/teacher (and in Asian martial arts the coach is addressed as "teacher" - Sensei means teacher in Japanese, Lao Sher means teacher in Chinese - these cultures respect teachers as much as Americans respect coaches) - when a new move is taught the coach/ teacher will ask the student/ athlete to repeat the move multiple times - or for a set period of time - say 5 minutes. This builds muscle memory and as well ties verbal and visual instruction to physical movement - which creates neural pathways that make permanent the memory and facilitate recall.

What would a martial arts instructor do if the student/athlete did one repetition and said, "That's enough. I get it. I won't do any more"?

Having participated in formal athletics - and been a scholarship athlete in a martial art - I am hard pressed to remember an example of a student questioning a coaches request for repetitive action, though martial arts instructors are famous for stepping in and working on the move in question with students - which when studying a pugilistic sport, may amount to a butt whipping.

Why is there reluctance to meet minimal length requirements? Colleagues I worked with at KU would simply fail or not grade a paper that failed to meet any minimal requirement. This seems logical.

How can we address rhetoric and grammar, and be fair to all students, if most follow directions and take the necessary risks involved with engagement with the assignment - but some take far fewer risks, and disclose much less information?

Technology expectations in the classroom

Had a couple students balk at using the Learning Management System - and even computers in general - in an English class. Teaching writing has always been about teaching technology, and inventions from the printing press to the typewriter and word processor have redefined our writing processes.

You get to this by going to the school website> enroll> Search class schedule>then enter “English> as a search term> then hover over f2f (face to face). It may be for all classes on campus - but I know it works with any English class.

Click the image to see it larger - and I'll reproduce the text below:

Face-to-Face Courses (F2F)

Face-to-Face instruction takes place in a classroom. Based on JCCC's Statement of General Education. Students in all classes, including face-to-face classes, are expected to use technology appropriate to the course content and as needed to access web-based course materials. Face-to-face classes typically require access to computer equipment (either at home or in college labs provided for student use) and basic computing skills utilizing standard office, business and web browsing applications.

When students enroll, they agree these conditions - but they may not be aware of it.

Manners and Higher ed.

The image comes from one of my guilty pleasures - a meme themed blog on graphs and images (original found here). I've edited it for my more sensitive and/or delicate audience.

Much of what we teach - particularly in comp 1, seems to be life skills or manners: how to behave in a professional environment. Maybe that's a bit of what "analyzing your audience" means - thinking about how others will perceive you.

Managing distractions

I like the options that teaching in a computer lab brings to writing classes - afterall, writing today is done on computers, but they offer so much distractions. Students aren't the only ones. In presentations to teachers and business people, wise presenters generally block access to the web, and / or expect professional behavior (in real life people lose promotions, jobs and other opportunities - and worse). A business writer explains that we need to stop blaming technology and be honest.

If you are having sex, you have a good sense that very few emails in the whole world need your attention right then. If you are at a birthday party for ten year old boys and they are screaming up and down a soccer field, you are probably bored and emails look a little more enticing. This is not about addicted or not addicted; this is an issue of knowing when email is essential and when it's a distraction.

You have probably been out to dinner with friends and they checked their Blackberry. This means you are not their most important priority at that time, just for that moment. You of course hope that your presence would make you most important, but in fact, it did not. Does that mean your friend is addicted to her Blackberry? No. It means your friend is prioritizing and she's letting you know that .

She elsewhere uses a colorful / NSFW analogy (see last 3 paragraphs) to note that we don't check technology while engaged in sexual congress, because it's fun and interesting. We use it when we're bored and want stimulation. I'd like to add to thoughts.

1. Being plugged means you will miss some of the subtle and not so subtle joys of life. Parents texting during a soccer game will miss seeing their childscore goals and students on facebook or texting during class will miss information and fun
2. learning requires quiet reflection. Sometimes we need to be disengaged from the constant bombardment of stimulus to be open - to give our minds the space we need to move ideas around and rearrange our thinking.
   

We need discipline in using technology - but in my classes lately I'm not seeing self-discipline.

Expectations

I always have great advice at the end of a semester, but at the begining of a semster I want to build group dynamics and assess.... next semester I plan on having students read all my posts labeled "advice" and do an annotated bibliography.

Re: ANGEL. to recap my syllabus, my courses are neither self-paced nor online. Most material is online, but we work in classrooms and attendance is mandatory. ANGEL hates Macintoshes. If you work on one at home you should plan on uploading your papers on campus on a PC. Upload in MSword. Turning in wps. is files antisocial and passive aggressive. It never pays to be like that to an instructor.

You do not need to own a computer to take my class - but in the real world we write on word processors of some sort. No one on a college level - in the United States - has accepted handwritten work for 50 years - and good luck finding a typewriter. My classrooms next semester have computers and there are ample labs on campus. If you don't do class work in class don't expect me to accept it for participation points if it's turned in late. Sometimes I'll say I'll accept work for the next 12 or 36 hours - but that's on you - and if it gets turned in. If a computer doesn't cooperate - or if you submit an unreadable file... that's on you. Excuses are irrelevant. Had it been done in class it would have worked.

To quote the Yoda, "You either do or do not. There is no 'try.'"

And don't expect me to hound students about missing work or showing up on time, or even just showing up. I notice. I keep records. It affects grades. It's up to each individual student to keep their own records and discipline themselves.

iSearch: advice

1. It's never been a good sign when a writer changes topics without including research from their initial idea. It generally indicates procrastination and lack of effort. Will have to rewrite prompt to control this. Either take one of my suggestions, or show research from initial topic and
   
2. 2 hours reading research is not a sincere effort. For a capstone project assigned the first day of class you should expect to spend at least 15 hours reading, and that doesn't include time spent looking for material. Heck, we spent 3-4 hours in class finding material this semester.
3. ALL work read should be included in your works consulted. Yes, I understand tutors may tell you that if you don't directly cite a source it doesn't go on your works page. That isn't exactly true - if information is not common knowledge the source deserves to be cited. The assignment prompt asks for ALL WORK READ on a "works consulted" page.
   
4. If information is common knowledge it shouldn't go in your "what I learned" page.
   
5. Citing an encyclopedia, dictionary, ehow, Wikipedia, about.com, or ask.com is like peeing in the shower. I don't care that you do it, but please don't talk about it. Quoting such sources makes you look bad.
   
6. 
   

Quoting the dictionary: Faculty responses

In an unscientific poll of Composition 1 instructors at JCCC, 8 have weighed in. When asked how they felt when a writer quoted the dictionary in the introduction of an essay, 7 of 8 chose “Arrgh. I hate it” with the remaining voter selecting “I rarely see it work but it doesn’t bother me.” No one chose a positive (“I love it”) or neutral (“Fine. Whatever.”) response. The survey was anonymous, faculty had to follow a link, and perhaps that attracted only those with strong feelings; however, there seems a consensus that quoting from a dictionary does not succeed in comp. 1 classes or higher classes.

In response to the question I posed to the faculty list-serv , however; colleagues offered more useful, nuanced and reflective replies. I asked (all emphasis – bold – is mine):

How do instructors here feel about students quoting the dictionary (particularly in an introduction)? This may be a personal bias I need to address. I don’t generally like it, and I’ve had colleagues who felt strongly about it, but I once taught from a writing textbook that encouraged the practice…..-I’d like to be able to honestly tell students if this is a personal style issue specific to an individual instructor, or if citing the dictionary is generally unsuccessful with college writing professors.

Prof. Brannan explained:

particularly for developmental writers, patterns and other structure are critical. The dictionary gambit can be used as fluff--which it often is in Comp I, II, and beyond--but is useful for our 106 and 102 writers. It is especially useful when these students also see the classifying/dividing element in good dictionary definitions and have the concept of specific, detailed examples reinforced.

In the Precomposition class (roughly the equivalent to JCCC’s ENGL 106 ) I once taught elsewhere, the book suggested incorporating a dictionary definition. This lends support to Prof. Brannan’s thoughts. Prof. Lillich expressed:

I just finished grading a batch of definition essays and had several students use dictionary definitions as jumping off points/introductions. This is the developmental level in Engl 106, where the chapter on writing the definition essay suggests incorporating the dictionary into your pre-writing and using your specific definition in your essay. I really think it all depends on what level writing you are teaching AND who your students are.

There seems to be consensus. There’s a time and place for it, but Comp 1 students should be in the process of moving out of the practice. Prof Allen wrote:

At the risk of sounding like I worry about template writing a lot, I think this comes back to that. Students are given certain patterns, tricks of the trade early in their writing experiences and they are never moved out of that. What I don't know is why. Are they not given enough opportunities to think? After all, writing requires the ability to think not just regurgitate facts. Or are they encouraged to stick with what "works" for so long that they fear leaving the security of it? What I do know is that the definition opening is one of those strategies encouraged early on as an "opening technique" for young writers.

Maybe my overexposure to the technique (because I teach comp 1) has contributed to some sort of allergy. The repetitive exposure results in a numbness or fugue in others. Prof. Karle explains:

Dictionary definitions are boring and, as I tell my students, a missed opportunity to say something that is actually interesting to the reader and significant to the paper's argument. I also tell my students that if they must define a word, their own definition (for example of the word hero) would be far more interesting to the reader.

Prof. Schmeer tells writers that their goal is to:

grab our attention and “delight the reader”--that is, engage us and make us want to keep reading. Dictionary definitions are the written equivalent of Ben Stein’s character in “Ferris Bueller’s Day Off.” It helps to show a YouTube clip of the roll-call scene in FBDO or read students papers aloud in a Ben Stein voice when you explain this. They get it right away…
But beginning writers need templates to follow. I think we all forget that we needed templates at some point, too. Learning to think isn’t easy. Learning to trust your thinking is harder. Learning to trust that what you put on the page is often a poor representation for what you think and you need to think harder and represent those thoughts better is impossible unless you are willing to put forth the effort.

I’m going to share the video link in class next semester to provoke a free write on the analogy Prof. Schmeer talks about (http://www.youtube.com/watch?v=G7zYyTotwfE). I like analogies. Prof. Fitzpatrick posited:

I have always thought of things like modes or the known/new pattern or even “claim-logos support-pathos support-ethos support” models as solid training wheels for students to use while they are finding their bearings in this new world of academic writing. ….But you don’t keep training wheels on forever, and the trick is helping students know when to take those training wheels off —and I think it is particularly difficult in late 106 …and early Comp1 (where some students come in with the stock patterns, which have given them success in high school and that are damn near required for standardized tests, and assume every kind of thought can be squeezed into one of those templates). That is something that, in my opinion, needs to be done on an individual basis with the student and the intention of the essay. But, for me, the place to start is to make sure students understand that these things are training wheels (or scaffolding) that will disappear once the ideas have enough wherewithal to support themselves.

This dialogue responds to the question much better than a simple and reductive rule for or against a practice; hopefully my students will read it. Lance Armstrong could show up to a bike race with training wheels and those who knew of him wouldn’t laugh He’d likely win the race, but for most riders, once they reach sufficient proficiency with a bike the training wheels become a hindrance rather than a help. ( I imagine he’d use them like the wheel weapons in the chariot race in Ben Hur, or like those vicious chrome plastic lug nut covers on semis).

Prof. Heflin makes an important distinction and relates the question to larger issues of research

if the student feels compelled to justify her/his point of view on an idea with a definition, I require that they use an authoritative dictionary, not a common one....so I remind students that they are not doing research by using a common dictionary, but merely doing preliminary research. I push my students to realize that the easy sources can be accessed by anyone, but a scholar accesses the authoritative, hard to find sources, which helps to build the writer's own authority in the process… that is also the rationale I give about avoiding using Wikipedia or eHow or any other abbreviated or condensed encyclopedia--it is not authoritative enough in and of itself (besides other issues).

All comments collected from email over the period of 12/9/10 to 12/12/10 and reprinted with permission of the authors.

Citing the Dictionary

For some reason people like to start papers with by citing a dictionary. Maybe writers think it kills 2 birds with 1 stone in that a) it's an in-text reference and demonstrates a quote and b) gets something on paper.

I hate seeing quotes pulled from a dictionary. Call it a pet peeve; call it a fetish; call me an irascible curmudgeon and pedant, but it makes me cringe. I'd rather chew aluminum foil than read a dictionary quote of common word.

To make it worse, most dictionary quotes I see from students include several meanings of the word, in various parts of speech, and fail to identify what particular meaning will be focused on. It looks like filler - a great ploy to break writer's block and get started on a rough draft - but not something that should survive to a final draft.

I generally hate seeing dictionary quotes because its tried so often and almost never works - not that it can't be done. Maybe it's like cutting your own hair. I've known just one person who can pull it off, but I've know dozens who failed miserably. I strongly recommend against it. I can simply turn my head from looking at a bad haircut, but I'm required to read what students write, so for now I reserve the right to dock points for style.

I do encourage writers to define their terms as they use them, but be specific to the context and usage of your term, and define it in a way personally meaningful: preferably in your own words. All dictionary definitions of common words are going to be similar, so most such definitions are common knowledge and would be trite.

Mike Shapiro at UW- Madison writes

Three quick usage rules:

1. Incorporate a definition into your essay only when that definition is unusual and interesting—as a general rule, give definitions only for meanings that are uncommon (example: the theological sense of disgrace) or that have gone out of use since Shakespeare’s time.
2. Use the definition to further your argument. If you take the space to spell out an unusual meaning of disgrace but don’t explain how that unusual definition betters our understanding of the sonnet, that space will be wasted.
3. Don’t begin an essay with a definition. Although this might give you a way to break the blank page, your reader is more interested in the argument of your essay than in the OED definition of “love.”

A thread started on a public discussion board has a student asking if it's ok to quote the dictionary because her teacher said it was a rule she couldn't. There's a great discussion and only a little teacher-bashing.


Oh, and if one were to quote a dictionary, it'd better be the Oxford English Dictionary (OED), or a specialized dictionary like the Urban Dictionary or the Devil's Dictionary.