The Long Haul

Why were folks a bit grumpy in grad school? At least, this is how I remember it. A department sans graduate students is downright peachy. This has nothing to do with the individual personalities and everything to do with individuals not being stressed to the gills about a million things. Graduate students in the Humanities deal with a lot of crap–that’s a vague descriptor, but trying to describe some of the complicated issues a graduate student might face would make most folks’ eyes glaze over.

Patricia Cohen, in “The Long-Haul Degree” in the New York Times, explains some of the problems, including the “more than nine years” on average to complete a degree, dissertating, “patching together a mix of grants and wages for helping teach undergraduate courses–a job that eats into research time,” and ultimately facing a bad job market with an increased number of adjunct positions and a receding amount of tenure-track plus benefits type jobs. So, back to the cause of grad school mania, malaise, or grumpiness. Patricia Cohen writes,

Louis Menand, an English professor at Harvard and another longtime critic of the Ph.D. production process, notes: “Lives are warped because of the length and uncertainty of the doctoral education process.” In his new book, “The Marketplace of Ideas,” he writes, “Put in less personal terms, there is a huge social inefficiency in taking people of high intelligence and devoting resources to training them in programs that half will never complete and for jobs that most will not get.”

I like Menand’s phrases “lives are warped” and “social inefficiency.” Cohen highlights problems with the system of financing, the proposal of broadening research options for degree candidates, and the changing job market. This is a must read for anyone who is currently in, has been in, or is planning to enroll in a graduate program in the Humanities.

“Grit” an Indicator of Teacher Success

I urge all educators to pick up a copy of the Jan./Feb. The Atlantic to read Amanda Ripley’s article “What Makes a Great Teacher?”
 
I ran into a former student on campus the other day, and my immediate thought was to tell her “Oh, you should be in my literature class now!” She was a wonderful, motivated student who contributed to class and produced strong work. She passed the class long ago and expressed that she got a lot out of it. Why would I want her to experience the same class again? I’ve changed, the class has changed, and for the better. Nothing was necessarily wrong  before, but I could feel some clumsiness, some stops and starts, some instances of wasted energy (at times by me, at times by my students), and I could see some students not exercising their full potential.
 
Glancing at my syllabi, changes aren’t immediately clear, but I’ve made many incremental changes along the way about how I run my classroom. I’ve executed, assessed, and adapted, repeatedly. I’m not running around searching for new things to teach students, I’m figuring out how to teach them the same material better. The material of certain lessons/lectures has expanded over the years–for example, I now have a great list of movies that capture the essence of the Southern Gothic–but, the basics will always be the same.
 
In the current issue of The Atlantic, Amanda Ripley explores this topic in her article “What Makes a Great Teacher?” Instructors can present the same material and have the same goals for their students. But, in the college classroom, why might I receive blank stares from one group of students and several voices chiming in from another group of students when I pose the same exact question? Minor factors might include the fact that one class is at eight in the morning and another class is at noon. The more important factors to consider are 1) Do they have an answer to my question?  2) Do they care to answer the question? and 3) How do I get them to that place of care?
 
Ripley explores why two grade school teachers at the same school, both beginning with the majority of their students testing below grade level, end up with disparate results: Mr. Taylor ends with 90 percent of his students at or above grade level and Unnamed Teacher ends up with only 44 percent of her students at grade level with none above (far worse than her group began).
 
Ripley’s exploration is a good one, because she acknowledges the complexity of the question, the inherent difficulty in articulating what works. We can see failures in large templates placed on educational systems (no child left behind?) which were designed to make things work. Many things do not work. We know this. But, how do we quantify, document, and then disseminate what does work?
 
The large amount of data and research collected by Teach for America provides the basis for Ripley’s discussion. Ripley finds an answer:
 
“At the end of the day,”says Timothy Daly at the New Teacher Project, “it’s the mind-set that teachers need–a kind of relentless approach to the problem.”
 
I couldn’t agree more. We are never done working on this project of instruction. When we think of Professional Development we might get excited or our eyes might glaze over as we imagine a list of things we have to do to say we did. I can’t even imagine how long this list of things we have to do to say we did is for the average public school teacher.
How can we make a teacher have a “relentless approach to the problem”? Well, Teach for America tries to find the individuals that are like that naturally, naturally relentless. Here are some of the indicators:
 
What did predict success, interestingly, was a history of perseverance–not just an attitude, but a track record. […] Angela Lee Duckworth, an assistant professor of psychology at the University of Pennsylvania, and her colleagues have actually quantified the value of perseverance. In a study published in The Journal of Positive Psychology in November 2009, they evaluated 390 Teach for America instructors before and after a year of teaching. Those who initially scored high for “grit”–defined as perseverance and passion for long-term goals, and measured using a multiple choice test–were 31 percent more likely than their less gritty peers to spur academic growth in their students. Gritty people, the theory goes, work harder and stay committed to their goals longer.
 
Let’s allow our teachers persevere and relentlessly approach their complex problems as they see fit; many hope Race to the Top will give a framework for identifying and rewarding the gritty teachers. And for those of us that teach, let’s take time to reflect on our relentlessness, our grit.

The Decade: Catchphrases, Books

I had never heard of “the ask” prior to reading the first item below; now, I’ve heard “the ask” on POTUS six times today. Take a look at Rosenbaum’s criticisms and word play; digest and mull over some of the newest clichés; he gives us his opinion on what’s stale versus still salable. The second item is a list of lists; you need not surf any further in search of book lists.

On Language: Part II

On Grammar Girl in the Classroom

I love Grammar Girl.  While driving, I used to enjoy hearing the occasional Grammar Girl podcast on NPR; this was back when podcast was a brand new word. Now, Grammar Girl, Mignon Fogarty, has since penned Grammar Girl’s Quick and Dirty Tips for Better Writing and The Grammar Devotional: Daily Tips for Successful Writing from Grammar Girl.

One thing I love about Grammar Girl is the conversational tone of her pieces; the listener doesn’t feel like he’s being scolded. Also, Grammar Girl uses cultural references, song lyrics, cartoons, and humor to entertain. Remembering why a Bob Dylan or Rolling Stones line is grammatically correct or incorrect serves the same purpose as a mnemonic device and leaves a deeper imprint. (That is, if you aren’t too young to know the music.)

Incorporating Grammar Girl podcasts into the college composition classroom works. Every classroom I use has the computer-internet-projector-audio set-up. So, it is easy to pull up the website and play a podcast. I usually present the Grammar Girl version of a concept a week or so after the textbook-type lesson has come up in lecture. I don’t rigidly pre-plan specific grammar lessons, but there are topics that need to be addressed in every 1101 course.

Grammar Girl topics include such titles as “Which Versus That” and “Myself.” Not surprisingly, the most popular tips are “Affect Versus Effect,” “Lay Versus Lie,” and “Who Versus Whom.”

The best part? The opening music is 100% cheese. The music is cheesy, the jokes are cheesy, the cartoons are cheesy, but it works and it is, for once, not exclusively my cheesiness. It is nice to sit back for four minutes, with my students, and become a listener to another professional; the dialogue opens up. After listening to and discussing a Grammar Girl episode, students are likely to voice more questions about language, questions they may have before ignored because they thought the questions were stupid or that they were simply doomed to not ever get it.

Once students see that real people are phoning/emailing the Dr. Drew of language and voicing their questions and complaining about their insecurities, accessibility happens. It’s not as saucy as Loveline, but the objective is the same: demystify…

These concepts are no longer mystifying things that you have to get ‘right’ in order to get an ‘A’ on a paper in that one class. These concepts are things that exist in our language, which is part of everything, so we may as well ask questions and investigate and try to figure it all out. These concepts are not things to hate. These concepts are not things to patently not get.

On Language: Part I

Here is a fantastic NSFC (Not Safe for Classroom) illustration of Ten Words You Need to Stop Misspelling over at The Oatmeal.

I, by no means, consider myself a grammarian. Oh, wait, but I’m the composition teacher, right? Right. Which means I can’t get away with ignoring my ignorance. That worked for a while; in grad school I would not, did not, register for graduate level English Grammar. Can you imagine such a course? I mean, such a course assumes you have been studying principles of grammar for the previous sixteen or so years of your life. I felt out of the loop.

To this day, I cannot remember one grammar lesson, a real-life scene of grammar instruction, from K-12 school. I blame this on the overcrowded public schools I attended. They were “good” schools on paper, but there were so many of us they had to chop us into groups for instruction. I remember being immediately shuffled into the top ‘reading group’ in kindergarten because I could already read; kindergarten is the first time I experienced boredom outside my house. In eighth grade I was one of six students, out of a class of about three hundred and fifty, in an accelerated English course. By that point I could read and write well enough, and still didn’t know anything about mechanics or grammar–or, at least how to talk about such things. Eighth-grade English consisted of reading really good books, talking about them, and playing many games of hearts. I never once had to diagram a sentence.  

Several things have encouraged me to tackle this previously avoided subject: one, the most base human desire not to embarrass myself; two, my partner; three, to excel at writing instruction. One is self-explanatory, and it ties into two. My partner’s education varies from mine; he had a militaristic education in principles of grammar, among other things. I can’t count the number of times some curious soul at a party has asked me something along the lines of what is up with the whole split infinitive thing? and I’m like, go ask that guy, he knows. I often ask him for writing advice. I still do silly things on paper. We all have bad habits. The fact that I am a writing instructor does not exclude me from misplacing modifiers, flinging around clichés, or committing other various sins of weak writing. This is what revision is for–for fixing things that are not quite as they should be, not the clearest and most precise.

In “On Language: Part II” I will express my love for Grammar Girl, as well as outline how I use Grammar Girl in the composition classroom.

Onward

I’ve been searching for the rhythm of this website for a while–well, maybe not searching but more so avoiding. What kind of ‘Writer’s Blog’ to have? Yes, I know the entire concept is as trite as getting your panties in a wad. I am not new. Anyway, figuring out what would work best takes time, effort, and a good deal of thinking. So, priorities. Please, bear with me, this does relate to the previous post, though not in a ‘finishing the job’ sort of way, because if it did completely wrap up the previously posited ideas then I wouldn’t be who I am.
 
The new NOVEL, right? There’s no getting around that. The fact that I need to go visit Martha’s Vineyard in the winter, sleep in a creepy New England mansion for a few nights, sleep by the ocean, research late 1800s New England architecture and furniture trends, immerse myself in 1988 style and pretense, discover more about the 1980s music and recording industry, besides all of these oh-so-arduous tasks, I should be cracking the whip. On what?–what is the object of that sentence? That is the question, how to prod myself into GO mode and crank out more pages.
 
Lacking the time to titillate you otherwise, perhaps this repository will be that of a writing journal. The journal of the new NOVEL. As odious as the journal concept is, and believe me I am aware of the sprawling stinkage, it might be just the thing. I know I have some secret readers–those who lurk; perhaps focusing on the progress, or lack thereof, of the new NOVEL, will help…me. Yes, me. If you are close to me you know it is not going away. It is more insidious than the gym. I abandoned the gym and feel guilt, but it is an easy-to-push-aside guilt. The gym is not the third thing I am most in love with. The gym is not my future. Sure, the ten pounds gained sucks, and I wish I had that line in my triceps back. Whatever. The NOVEL cannot be pushed aside. I am living a life with imaginary people and I must figure out how to set them free.
 
I have read exactly 100 pages of Geronimo Rex and am feeling a distinct desperation. My god. What am I going to do? Things seem completely impossible and hopeful at once.

Organizing the Creative Process: I

I’m a chronic list-maker, filing system conceptor, three-ring binder organizer, and chalk board / white board scribbler. I have outlined the steps for How to Do Everything from completing the in-progress great American novel to preparing fresh green beans five tasty ways. Yet, everything is not done. Doneness is elusive.

Obligatory work that breeds on a regular schedule (grading papers, scrubbing the toilet, getting the old Chevy an oil change, buying groceries) aside, what’s the best way to complete a large project? For a creative project, I know the process is intimate and different for each individual, but there have to be some guiding principles.

I believe the first principle is deciding to have the discipline to try and figure out what your principles need to be. You have to be honest about your weaknesses and also figure out how to structure your time to take advantages of your strengths.

I have rarely come through a big project convinced I took the most efficient route. That said, the efficient route may be impossible when creating original works, as the working and doing of each component opens new doors and lends new knowledge to the creator.  I am trying not to sound hippy-dippy about this, but I do think it is a bit of a mystical feeling for artists, especially writers, to look back at something and think to themselves, okay, that thing there is amazing and full and bright…now…how did I do that? How can I do that again end up with an equally brilliant product? Or for those of us that haven’t sent brilliant work out to the masses yet, how do I finish my big stuff in the first place?

This is where anxiety comes in–there are expectations! Personal expectations for a level of artistry and quality are bad enough, but what about expectations from others (editors, agents, colleagues)?

Despite the evidence of this writing sample, the key here is organization. Organization is simply an arm of hard work. We’re going for efficiency here, remember?

What I have found out about myself by trying to be organized, efficient, and diligent at this novel writing is that my brain does not respond well to various organizational schemes/goals: daily word-count or page-count requirements, namely. The horror! I thought it seemed like a simple idea, an ambitous idea. Oh, the pages I would have if I could have just followed through! I would be golden right now. I abandoned my goals. God forbid, I abandonded my goals.

But, not really. The real goal, the big goal, is the same. I’ve changed how I’m judging, assessing, and organizing my process. Instead of telling myself “Write for four hours today,” or “Finish writing scenes X, Y, and Z today,” or “Gain 10,000 words by next Friday,” I say things such as “Research Milli-Vanilli,” or “Browse images of Regency style furniture,” or “Research differing opinions on preparing Bolognese sauce.” On some days (insecure days) a to-do list like that feels like cheating. But in reality, it is these types of to-dos that lead to scenes getting completed and characters getting developed.

I’ll (eventually, heh) write a follow-up to this: more ideas on how to organize (thereby complete in an efficient manner) a large creative project. I have some specifically writing-related strategies and tools I’ve discovered. If you have any strategies/tools/organizational tactis you’d like to share, please do comment.

On Progress: Manic Optimism and Wildly Irrational Doom

How can a writer judge progress on a manuscript? The problem is that the writer can be his only true judge of progress, as much of the ‘work’ he does is indecipherable to others. So, he is the ultimate judge, and he is also the harshest critic. He judges not only the work, but the creator. Forget objectivity. The spectrum of judgement flows from Manic Optimism to a feeling of Wildly Irrational Doom.

The contemporary-gothic-cinderella-pop-music-new-england-island novel fills me with excitement and, at times, dread. The pages are not writing themselves, for sure. Mistakenly, I thought I was at a point to chug through scene-writing, when in fact I am now drowning in research and complex lists of questions for my characters. I have a chunk of the manuscript written, but it is half as long as I’d planned it be by this date, this time in July.

My friend Stephanie, over at Natural/Artifical, posted recently, “Oh Yeah, That Writing Thing.” I could have written many of her words. Stephanie writes,

In other words, Second Novel has suffered — from both a lack of attention and too much attention. From endless brooding and constant avoiding. From comparisons to award-winning work, comparisons to my friends’ work, comparisons to my own work.

It’s safe to say that I pretty much beat the crap out of Second Novel.

It’s no wonder I felt beaten in return.

As writers, we are the dictators of our work. We are the slayers of our work. We build nations. Then we let our people starve. It is because we are ambitious and confident. It is because we are lazy and unsure. Doomed to fail! It can all seem doomed at times. With creativity and creation there is euphoria. With euphoria there’s always a down. We can’t escape the oscillations, and we never will.  Stephanie, clear-headed and not doomed, writes,

I’m learning that sometimes I need to cut myself a break. Which doesn’t mean giving up or taking a vacation, but it does mean going easy on myself when the writing isn’t moving as quickly or as smoothly as I’d hoped.

This is true. Our hopes for our work are always overly ambitious. We just have to remember that, and then we can calibrate our emotional reactions to how we perceive our progress and give ourselves a break. Maybe we can do this, or maybe we will always be falling into holes and then diggind ourselves out again. I’m trying to move forward, as is Stephanie:

I keep asking them questions, scribbling down their answers, and trying to make sense of it all. And I’m not there yet, but certain aspects are becoming clearer. I just have to keep moving forward. I have to remember that I don’t need all the answers yet.

Today I put a wildly huge amount of notes into a black three-ring binder in an attempt to organize (or perhaps quantify?) my work, a big chunk of which is questions, scribbles, and more questions. Most of the  questions will not be answered today, but the mere conception of the questions was a type of work: progress.

For My Father

My father could command a room, entertain a table of friends. But also, he was a private person: sometimes quiet, always considerate of others.

He had an interest in, and an aptitude for, many things: science, agriculture, language, music. What fueled his days was a keen interest in the world around him, a hyperactive drive not only to understand things, but to create things.

Not only a chemist, an inventor. Not only a gardener, a master of heirloom tomatoes. Not only a husband, a true partner. Not only a father, a figure of influence and inspiration.

I remember Easter egg hunts based on riddles, each egg containing a word puzzle leading to the next hiding place, each riddle more complex than the next. He taught me everything about playing pool when I was 12. When I was a teenager, a time when many children are pulling away from their parents, my house was a gathering place for my friends. My father made everyone feel welcome, and he would engage my friends in lengthy conversations and late-night scrabble games. He took me to use the equipment in the labs at his work for my school science experiments. Undoubtedly, my investigations were elementary to him, but he knew what was important was the expereince: the process, the time spent, the energy exerted, the thinking and the doing, not the end result.

I have with me not only these memories, but what my father has given me: a deep investigative, yet compassionate, interest in the world.

Some of us may think, at times, that he was considerate to a fault. But, who can fault he who only wants to present others with excellence, aptitude, and consideration?

We will remember him at his best.

We will experience fully, look deeply, and create all that we can for ourselves and those whom we love.

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