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.

Metaphor paper explained

Once again too many papers start off with a paragraph to a page of random BS on the nature of metaphors in general. Papers should get to the point quickly - and focus on the text one analyzes.

Here's an example where someone analyzed the epic Rebecca Black song that all the kids listen to:
Of course some of this is false - like that the name of Kennedy's chauffeur is Kickin - that wouldn't fly in a class paper - but enough of the content is usable that this could have been developed into a 1250 word paper.

A couple students have translated the goal of the assignment into different languages - I can't speak to the accuracy of their translations, but as we get more non-native speakers who translate the goals of the assignment into their own languages, perhaps a dialogue that transcends English might develop which will shed some additional light on the assignment.


Note: it doesn't really matter if the author meant to achieve or communicate what the student writer finds. Much like it doesn't matter if Ms. Black meant to write a song about Kennedy. IT's about Kennedy now as far as I'm concerned. And in French:


Again, some students waited too long to start and misunderstood the goals of the assignment. Though for as many who think that misunderstanding an assignment is defense or excuse, it almost seems like a strategy - failed though it turned out to be.

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.
  

Zen and the Art of Cherry Picking.

Road trip to dad's to help out on the farm got me thinking about the fundamental interconnectedness of all things, and how picking cherries relates to teaching and learning writing.

1. The tendency for novice writers to "cherry pick" their data. It doesn't strengthen a writer's position to ignore data that may not agree with your a priori position (what you thought before you learned anything). Teachers want you to look around, become an expert and present a balanced look at the situation, then clearly define and articulate your position. Besides, rejecting too many choices shuts you off to possibilities and limits your experience.

2) "Bruised fruit can sometimes turn out to be the sweetest" (Grandma Dixon). It takes some experience to know what is and isn't useful, so don't be too picky and don't be afraid to benefit from collaboration and judgement of others. Someone else will be washing and pitting - they can help you when you have doubts - better to pick than to leave it on the tree. Just because an article doesn't look like it supports what you think your thesis will be - reading the article may provide ideas that will - or maybe your position will change to something easier to defend - which isn't necessarily bad. Some positions deserve to be changed. That's learning.

3) Going after low-hanging fruit is easy - but less rewarding than you might think. It's harder to find anything original that hasn't been consumed by anyone walking by if it's really easy to access. Like using wikipedia. It's low-hanging fruit: easy to access and generally thought to be up for grabs by anyone - but technically it does belong to the owners of the tree and or land it grows on. If it's community property then it isn't worth quoting. A little work will improve your experience exponentially. (needs work).

4) You think you've picked a spot clean - leave and come back and discover by looking at it from a different angle there's a lot you missed. Revisiting places you've been can be rewarding. Reread research - and search again using different terms and word choices.

5) It isn't about the cherries. My young son helped pick this year. He picked some bad cherries, he provided many distractions and kept my dad and I from being productive, and he on several occasions dumped perfectly good cherries into the grass for reasons that don't make sense to anyone over 3. But it wasn't just about the cherries. We could have bought the fruit at the market for less than what we spent on gas if that was it. He was learning. I was maybe teaching. Three generations of family were spending time together.

What I'm learning Re: SRTOL Papers - Rhetoric

These comments apply to many papers.

I see semantic confusion facts vs. opinions (if this is a rhetorical ploy - it doesn't work on the well-educated; consider your audience).

I hear semantic confusion. Define terms as you will use them. The papers have taught me that voice may be to dialect what an individual is to a small community. Voice may be personal and unique - and dialect may be where we find social connections and collective identity. No class has discussed "Voice" as eloquently as this semester. Consult reference books but don't directly quote them unless absolutely necessary. Paraphrase - define for yourself. Goals of this class require demonstration of nuanced understanding of at least all the terms and concepts listed here. 2 people used the word "slang." What did I say about that? (Scroll down page of link to see written record).

People still call America a "melting pot"? For at least a couple decades (before most of you were born) I've read and been told this metaphor oppresses individual rights. Everything that goes into such a pot loses its individuality and unique/ distinctive characteristics and integrity. It disappears into the stew (or is it a pot of molten metal which produces new alloys? As a kid I saw metal), hence the politically correct image: we are a "tossed salad." Each item contributes to a whole while retaining its integrity and individual flavor. At least a dozen or so papers so far go off on the melting pot analogy. Is the tossed salad thing political correctness gone too far? Do we need the melting pot analogy? Why? Are students reacting against political correctness or have they simply been exposed exclusively to conservative/ dated images?

The people who founded this country spoke English so ... (immigrants should learn it, we should all have a standard dialect, etc)? This argument reminds me of the assertion that English was good enough for Christ, it should be good enough for immigrants. Re: English roots of our founders:

1. What about the millions of Native Americans who'd lived here for millennia. Don't they count? Why not?
2. What about California and the west, as well as Florida - which if we discount native Americans (big if) were settled by Spanish speakers and which Spain claimed or settled before England or colonials?
   
3. In lands added to the United States by the Louisiana purchase (from France) - this includes Kansas - the original white settlers/ missionaries spoke French.
4. BTW - Most know Kansas takes its name from the Kansa Indians - so why the superflous "s" at the end? Appleton's Journal- volume 15 page 758, published in 1876, as well as other sources - notes that it is the phonetic English pronunciation of notes taken by French missionaries. In French final "s" sounds get dropped. Our current state name results from a mispronunciation due to common ignorance of French and or the etymology of the name. If we appeal to tradition/ origins should we start pronouncing our state's name "Kansa"?

English is the most difficult language to learn? Says who? According to what criteria? What research or evidence supports this opinion (not fact)? I've heard this statement from people who speak only English, but I've never heard a non-native speaker of English say this. The polyglots I know rather emphatically say this is not true. Even a cursory web search (wikipedia, other) calls this assumption into question.

Reponse to late drafts Metaphor Paper

Most of the drafts are really shaping up, but all will need clarification and refinement to be "A" papers. I scratched most of everybody's introductions - so don't take it personal. What's relevant to me is the student's assessment of the language of the magazine article they chose. With few, if any, exceptions my advice has been to more closely establish the link between the papers and the articles they should be examining.

I've seen few good thesis statements yet. Some can be infered from the overall text - but that's more work for me and less educational for students so all theses should appear in the first sentence. They should be statements not questions - at least in my class. Often the answer to the question students identify as a thesis statement is the thesis. Make sure the thesis statement is clear and specific. It should be able to stand alone and make sense. If you read it, and only it, you know the point of the essay. If you have to use a pronoun make sure the antecedent is clear.

Make sure the relationship of all paragraphs to the thesis is clear. The history or general utility of metaphors isn't necessary. If something isn't necessary or relevant to your thesis - omit it.

The thesis statement should mention the article and the theme (or the effect of the figurative language). For example,

In "Giget goes to Spanish Harlem" George Carlin pokes fun at the racist roots of many common idioms.

• We need to photo-copy the source articles and attach them to the next draft, and use passages - with quotes and page #'s
  
• We need to attach the bibliography info (ie works consulted page)
  
• I want to see a new draft with these items briefly in class on Tuesday, 11-10-9 (30 points)
  

At times this week I've been cranky. Various reasons. Don't read too much into my tone in my comments - I want to be honest and direct. Sometimes it could come across blunt or tactless. Hope not.

Your ideas have generally been good, and wonder about the correlation of those who missed early conferences and article choice/deadlines with the papers that looked like first drafts.

Comp 2: week 10 notes.

Check Angel: new lesson plan at a glance posted. Also 2o points for posting necessary bibliographic data and available links or other material (it's behind a firewall - so it's a protected environment). ALSO: Bring 3 copies of a 2 page rough draft/ outline/ executive summary plus free write. Be prepared to talk 3-5 minutes on your paper/topic. Up to 50 points available.

Each student needs to meet with me face-to-face for a conference to talk about this paper/ class in general. If you can't meet me outside of class time let me know Thursday 10.22.9. That time will reserved for those with inflexible schedules.NOTE Schedule posted to ANGEL

Sign up outside my door - see schedule to the right for times available (double click to enlarge).

Conferences will be in my office: 153D GEB (General Education Building).