So--grammar rules are someone hard to comprehend and remember--here are some easy ways to remember them...and also see my below post on 10 Words you need to stop misspelling....
When to use "i.e." or "e.g." in a paper--now that you are a fancy college student, you now have joined the ranks of pretentious people that use fancy Latin abbreviations in their papers--use them wisely, young Grasshoppers
http://theoatmeal.com/comics/ie
Lit Students (among others that will take Lit in the future, are interested in Lit or plan on being Ironic in a paper)
http://theoatmeal.com/comics/irony
Comp 1 Students--DO NOT DO THIS WHEN YOU INTERVIEW ANYONE---EVER!!
http://theoatmeal.com/comics/interviewees
How do I use a semi-colon properly? This way
http://theoatmeal.com/comics/semicolon
And how to Avoid my biggest pet-peeve--apostrophe abuse:
http://theoatmeal.com/comics/apostrophe
That is all for now--have a good laugh--but LEARN SOMETHING!! :)
Wednesday, September 22, 2010
Thursday, September 16, 2010
Classroom Practices
After a few frustrated conversations with colleagues, feeling those frustrations myself, and two days of about 20 hours each--coupled with the discovery of a new (at least to me) scholarly journal on pedagogy--I feel moved to write on this particular subject today. I dedicate this post to my students (those that frustrate me, and those that relieve me) and to my cohorts and colleagues--as the old adage goes "I Second that Emotion"
But before I forget---ODU ENGLISH 211C STUDENTS--check out Volunteer Match if you still cannot find a non-profit to work with :)
http://www.volunteermatch.org/
So--I am a teacher by day. As such, I do realize that I have read and written and practiced my art in order to impart my knowledge on less experienced writers. Which means, I also have more practice learning--at least in the classroom setting--more practice studying--and more practice on "being a good student." I know that my students will at some points fail, I know that at some points, I will fail; knowing this, I need to provide, not just the opportunity for my students and myself to fail, but provide a way for us both to recover from this.
I have taught two classes today in which, most of the class did not complete the assigned reading at all. I know that many students think reading out a textbook for a writing class is a waste of time--but it should be preparing us for our class discussions, and it should be reinforcing, if not guiding, the learning we do in class.
So--how do I, as a teacher recover from this failure? Because, if had been just a handful of students, I could chalk this up to student laziness--but if the vast majority are not reading--I should take that as a failure on my part to motivate my students to actually read.
Some suggestions that I have received in the past, tried in the past, or may have to try:
Yelling at them and coping a huge attitude...this technique worked with my undisciplined 14 year olds in NC public schools--but often just reinforced the counter-intuitive practices of their home life, left me with a headache, or chronic sore throats, and generally a bad attitude--so after a year, I left. The one time I let a student get the better of me in a college classroom--not only did that student (who did apologize for being a twit) go and complain about my professionalism to my department head--but so did many other students (and students in classes down the hall that heard me)--this is not an acceptable method of teaching.
Making quizzes and start giving out pop-quizzes...well...let's see; that would probably take about an hour to develop and 10 minutes to grade per class--so 70 minutes * 7 classes=490 minutes (approx. 8.2 hours) well--I guess since I am sometimes teaching the same course I could use the same quiz--so...70 minutes* (Literature, ODU Comp2, ODU Comp1 and TCC Comp1) 4 preps=280 (about 4.7 hours) spent developing and grading papers--which just so happens to be the amount of sleep I got last night--and the night before that as well...
Quietly end class early, since my students are not able to participate in a meaningful way to the discussion I am trying to have--the drawback to this, is if the vast majority of my class doesn't want to be there--this behavior may continue with the expectation that I will not teach if they do not read--but then again--this is their money...
I guess I could take away participation points from everyone--but then is that really fair to those that actually did the reading? Or should they be punished for not motivating their fellow students to be better students? Is that even their place? Still going to have to think this topic over a bit more.....
Another place that I often feel awkward about is my expectations of my students--intellectually speaking, my students should know what I expect--top rate work, critical thinking, honest contribution to the scholarship--but as far as everyday classroom practices--I often find myself biting my tongue or gritting my teeth--often thinking to myself, and trying desperately to not say aloud--1)who taught you manners, cause they failed miserably 2)"You kids today----[fill in with appropriate lament]." I know my students are (for the most part) much younger than I am--but this semester in particular, I am definitely feeling age start to creep up on me in my classroom practices. I think I'm a pretty hip person...I like current pop culture; heck, I even listen to Hot 91 most mornings (and for those not in the know--that is the official Norfolk State University station). I come from a multi-racial (by way of unofficial adoption) family--so I feel that, while I will never fully know what it is like to be anything other than a slightly Shorter than Average, White, Southern (with "transplant" parents), Middle-class (since that is the class I was raised in) Female, I would consider myself at least a bit more knowing not only about racial issues, but, as my family lived in what can only be described as "the urban suburbs" issues that young urban adults and teens face (i.e. http://www.vbgov.com/print.aspx?vgnextoid=7307fd2355f4f010VgnVCM1000006310640aRCRD&vgnextchannel=dc8e54cf18ad9010VgnVCM100000870b640aRCRD&vgnextparchannel=dc8e54cf18ad9010VgnVCM100000870b640aRCRD I knew not only the victim in this case, but the defendant as well--and had watched both young men grow up from at least Middle School.).
But for some reason--I feel this semester, my students just aren't getting it--or maybe it's me they are not getting--my jokes fall flat cause they don't have the memories of what used to make them funny--or they were born way after what I am talking about even occurred--I was floored (although, maybe a bit amused) that only a couple of my Black students in my literature course knew who Grandmaster Flash was--and NONE of my White students did--
But I am not just ranting about students not laughing at my jokes--it is more than that--simple classroom practices and behaviors: I am having a difficult time getting them to behave in a manner that I would expect from them--maybe it is because by the time I got to college, I had to pay for every little thing that I wanted to get the most out of my education--but then again--I know there are students in my classroom that are in the same boat I was--
See--there are certain ways students can act in a classroom that will enrage a teacher--particularly if she is a quirky as I seem to be--so I have always behaved in a manner that I would want my teachers to appreciate--whenever I enter a classroom, I make sure I am a few minutes early to class. I immediately get out a notebook and pen and open it to the last page of notes--I glance over my notes from last class--I may even discuss what happened in class last time with a friend. When my professor walks in--I quickly finish my discussion and turn my attention to the professor--I am ready to take notes or ask questions about the course or the reading (oh--FYI--I DO the reading BEFORE I go to the class). I make sure I watch the instructor--if she or he seems to talk louder, or repeats something--or heck--even says "this is important"--gestures more emphatically, are you getting my point? I write that down--and if they write it on the board--yeah--that is definitely something I should want to remember...If they transition to a new topic--define something--give steps to something...etc.,
(and see--this is why I find myself getting frustrated--cause why are students not taught this--I wasn't--I didn't intuitively know this either--I had to figure it out--or observe what others were doing, etc.). Also--and I know that each of my classes have done this to me--in every semester--including this one--and that is--they look at their phone (again--why are you looking at the phone, v. what is going on in the classroom?) See that it is ALMOST (and by this I mean anywhere from 5-10 minutes before the end of the class time) and start putting their notebooks up and packing up--and they aren't quiet about it either--in fact--I have actually heard from someone sitting off to my left, or right, or wherever, someone excitedly slam their book or notebook shut as if to say..."hey, I'm done listening to you--my brain is shut off now--hurray, class is (almost) over." Operative word being "ALMOST"
This is, to me, the ultimate slap in the face--I have actually seen students stand up and start putting their backpacks on and move toward the door--I mean--WOW...i usually use the last few minutes of class to answer questions--if you are packed up, how do you know you aren't going to get home and have the same question--I think from now on--if I address something in class (like, oh say, what kind of stuff is okay to write about on the blogs--that was 1st week stuff, kids) and then get an email asking the same question--I will not even reply from now on--I used to say--I addressed this in class--or would grit my teeth and do something passive aggressive like say, if you remember from class--the answer to your question is--
This semester--rather than having students (that still are rude and pack up while I am lecturing) "guessing" when I am done--I decided to formally and officially dismiss my class with the yogic practice of "namaste" --part of this is due to my own individual and spiritual growth over the last year--part of this is frustration with kids that cut each other and me off by packing up early. Either way--many of my students (especially my students that have had me in the past) have asked what exactly my little bow and "not-English thingy" (ah--to be an eloquent undergrad again) that I do at the end of class is...so yeah, there is some spirituality and religious connotations to "namaste" as shown and defined below--but take a real close look at the last paragraph that I bold and italicized for you--this is why I brought this practice into the classroom--
"The gesture Namaste represents the belief that there is a Divine spark within each of us that is located in the heart chakra. The gesture is an acknowledgment of the soul in one by the soul in another. 'Nama' means bow, 'as' means I, and 'te' means you. Therefore, Namaste literally means 'bow me you' or 'I bow to you.'
To perform Namaste, we place the hands together at the heart charka, close the eyes, and bow the head. It can also be done by placing the hands together in front of the third eye, bowing the head, and then bringing the hands down to the heart. This is an especially deep form of respect. Although in the West the word 'Namaste' is usually spoken in conjunction with the gesture, in India, it is understood that the gesture itself signifies Namaste, and therefore, it is unnecessary to say the word while bowing.
We bring the hands together at the heart chakra to increase the flow of Divine love. Bowing the head and closing the eyes helps the mind surrender to the Divine in the heart. One can do Namaste to oneself as a meditation technique to go deeper inside the heart chakra; when done with someone else, it is also a beautiful, albeit quick, meditation.
For a teacher and student, Namaste allows two individuals to come together energetically to a place of connection and timelessness, free from the bonds of ego-connection. If it is done with deep feeling in the heart and with the mind surrendered, a deep union of spirits can blossom.
Ideally, Namaste should be done both at the beginning and at the end of class. Usually, it is done at the end of class because the mind is less active and the energy in the room is more peaceful. The teacher initiates Namaste as a symbol of gratitude and respect toward her students and her own teachers and in return invites the students to connect with their lineage, thereby allowing the truth to flow—the truth that we are all one when we live from the heart."
Recognized as one of the world's top yoga teachers, Aadil Palkhivala began studying yoga at the age of seven with B.K.S. Iyengar and was introduced to Sri Aurobindo's yoga three years later. He received the Advanced Yoga Teacher's Certificate at the age of 22 and is the founder-director of internationally renowned Yoga Centers™ in Bellevue, Washington. Aadil is also a federally certified Naturopath, a certified Ayurvedic Health Science Practitioner, a clinical hypnotherapist, a certified Shiatsu and Swedish bodywork therapist, a lawyer, and an internationally sponsored public speaker on the mind-body-energy connection.
http://www.yogajournal.com/basics/822
This is not just part of my teaching practices, but also part of my teaching philosophy--my personal spiritual beliefs, my religious practices, etc. I do truly believer that under our egos, our cultural/linguistic/racial/socio-economic/etc. divides--that we are all the same--and we are all part of something special--so--call me a crack-pipe, liberal hippie if you want to--hey, you're the one still taking my class...
No--I don't want you all to start meditating twice a day and leave whatever G-d you believe in behind--That would be not only unethical, but also illegal, of me to do. But that ending practice, is my way of thanking you for giving me respect--that is my way of thanking you--not just for respecting me, but for allowing me to teach you and impart, not just my wisdom, but my mentors' and teachers' and other researchers that have influenced me's wisdom to you. It is also my way of thanking you (dear students) for teaching me--I learn from you just as much as you learn from me--you may not always be able to tell right away--but I think that my first two classes of this Thursday have taught me that I need to think of more creative ways to motivate my students (at least, a big chunk of them)to work on my class, outside the bounds of the hour and fifteen minutes we spend together.
Namaste--and have a wonderful weekend--let's try to do better next week
But before I forget---ODU ENGLISH 211C STUDENTS--check out Volunteer Match if you still cannot find a non-profit to work with :)
http://www.volunteermatch.org/
So--I am a teacher by day. As such, I do realize that I have read and written and practiced my art in order to impart my knowledge on less experienced writers. Which means, I also have more practice learning--at least in the classroom setting--more practice studying--and more practice on "being a good student." I know that my students will at some points fail, I know that at some points, I will fail; knowing this, I need to provide, not just the opportunity for my students and myself to fail, but provide a way for us both to recover from this.
I have taught two classes today in which, most of the class did not complete the assigned reading at all. I know that many students think reading out a textbook for a writing class is a waste of time--but it should be preparing us for our class discussions, and it should be reinforcing, if not guiding, the learning we do in class.
So--how do I, as a teacher recover from this failure? Because, if had been just a handful of students, I could chalk this up to student laziness--but if the vast majority are not reading--I should take that as a failure on my part to motivate my students to actually read.
Some suggestions that I have received in the past, tried in the past, or may have to try:
Yelling at them and coping a huge attitude...this technique worked with my undisciplined 14 year olds in NC public schools--but often just reinforced the counter-intuitive practices of their home life, left me with a headache, or chronic sore throats, and generally a bad attitude--so after a year, I left. The one time I let a student get the better of me in a college classroom--not only did that student (who did apologize for being a twit) go and complain about my professionalism to my department head--but so did many other students (and students in classes down the hall that heard me)--this is not an acceptable method of teaching.
Making quizzes and start giving out pop-quizzes...well...let's see; that would probably take about an hour to develop and 10 minutes to grade per class--so 70 minutes * 7 classes=490 minutes (approx. 8.2 hours) well--I guess since I am sometimes teaching the same course I could use the same quiz--so...70 minutes* (Literature, ODU Comp2, ODU Comp1 and TCC Comp1) 4 preps=280 (about 4.7 hours) spent developing and grading papers--which just so happens to be the amount of sleep I got last night--and the night before that as well...
Quietly end class early, since my students are not able to participate in a meaningful way to the discussion I am trying to have--the drawback to this, is if the vast majority of my class doesn't want to be there--this behavior may continue with the expectation that I will not teach if they do not read--but then again--this is their money...
I guess I could take away participation points from everyone--but then is that really fair to those that actually did the reading? Or should they be punished for not motivating their fellow students to be better students? Is that even their place? Still going to have to think this topic over a bit more.....
Another place that I often feel awkward about is my expectations of my students--intellectually speaking, my students should know what I expect--top rate work, critical thinking, honest contribution to the scholarship--but as far as everyday classroom practices--I often find myself biting my tongue or gritting my teeth--often thinking to myself, and trying desperately to not say aloud--1)who taught you manners, cause they failed miserably 2)"You kids today----[fill in with appropriate lament]." I know my students are (for the most part) much younger than I am--but this semester in particular, I am definitely feeling age start to creep up on me in my classroom practices. I think I'm a pretty hip person...I like current pop culture; heck, I even listen to Hot 91 most mornings (and for those not in the know--that is the official Norfolk State University station). I come from a multi-racial (by way of unofficial adoption) family--so I feel that, while I will never fully know what it is like to be anything other than a slightly Shorter than Average, White, Southern (with "transplant" parents), Middle-class (since that is the class I was raised in) Female, I would consider myself at least a bit more knowing not only about racial issues, but, as my family lived in what can only be described as "the urban suburbs" issues that young urban adults and teens face (i.e. http://www.vbgov.com/print.aspx?vgnextoid=7307fd2355f4f010VgnVCM1000006310640aRCRD&vgnextchannel=dc8e54cf18ad9010VgnVCM100000870b640aRCRD&vgnextparchannel=dc8e54cf18ad9010VgnVCM100000870b640aRCRD I knew not only the victim in this case, but the defendant as well--and had watched both young men grow up from at least Middle School.).
But for some reason--I feel this semester, my students just aren't getting it--or maybe it's me they are not getting--my jokes fall flat cause they don't have the memories of what used to make them funny--or they were born way after what I am talking about even occurred--I was floored (although, maybe a bit amused) that only a couple of my Black students in my literature course knew who Grandmaster Flash was--and NONE of my White students did--
But I am not just ranting about students not laughing at my jokes--it is more than that--simple classroom practices and behaviors: I am having a difficult time getting them to behave in a manner that I would expect from them--maybe it is because by the time I got to college, I had to pay for every little thing that I wanted to get the most out of my education--but then again--I know there are students in my classroom that are in the same boat I was--
See--there are certain ways students can act in a classroom that will enrage a teacher--particularly if she is a quirky as I seem to be--so I have always behaved in a manner that I would want my teachers to appreciate--whenever I enter a classroom, I make sure I am a few minutes early to class. I immediately get out a notebook and pen and open it to the last page of notes--I glance over my notes from last class--I may even discuss what happened in class last time with a friend. When my professor walks in--I quickly finish my discussion and turn my attention to the professor--I am ready to take notes or ask questions about the course or the reading (oh--FYI--I DO the reading BEFORE I go to the class). I make sure I watch the instructor--if she or he seems to talk louder, or repeats something--or heck--even says "this is important"--gestures more emphatically, are you getting my point? I write that down--and if they write it on the board--yeah--that is definitely something I should want to remember...If they transition to a new topic--define something--give steps to something...etc.,
(and see--this is why I find myself getting frustrated--cause why are students not taught this--I wasn't--I didn't intuitively know this either--I had to figure it out--or observe what others were doing, etc.). Also--and I know that each of my classes have done this to me--in every semester--including this one--and that is--they look at their phone (again--why are you looking at the phone, v. what is going on in the classroom?) See that it is ALMOST (and by this I mean anywhere from 5-10 minutes before the end of the class time) and start putting their notebooks up and packing up--and they aren't quiet about it either--in fact--I have actually heard from someone sitting off to my left, or right, or wherever, someone excitedly slam their book or notebook shut as if to say..."hey, I'm done listening to you--my brain is shut off now--hurray, class is (almost) over." Operative word being "ALMOST"
This is, to me, the ultimate slap in the face--I have actually seen students stand up and start putting their backpacks on and move toward the door--I mean--WOW...i usually use the last few minutes of class to answer questions--if you are packed up, how do you know you aren't going to get home and have the same question--I think from now on--if I address something in class (like, oh say, what kind of stuff is okay to write about on the blogs--that was 1st week stuff, kids) and then get an email asking the same question--I will not even reply from now on--I used to say--I addressed this in class--or would grit my teeth and do something passive aggressive like say, if you remember from class--the answer to your question is--
This semester--rather than having students (that still are rude and pack up while I am lecturing) "guessing" when I am done--I decided to formally and officially dismiss my class with the yogic practice of "namaste" --part of this is due to my own individual and spiritual growth over the last year--part of this is frustration with kids that cut each other and me off by packing up early. Either way--many of my students (especially my students that have had me in the past) have asked what exactly my little bow and "not-English thingy" (ah--to be an eloquent undergrad again) that I do at the end of class is...so yeah, there is some spirituality and religious connotations to "namaste" as shown and defined below--but take a real close look at the last paragraph that I bold and italicized for you--this is why I brought this practice into the classroom--
"The gesture Namaste represents the belief that there is a Divine spark within each of us that is located in the heart chakra. The gesture is an acknowledgment of the soul in one by the soul in another. 'Nama' means bow, 'as' means I, and 'te' means you. Therefore, Namaste literally means 'bow me you' or 'I bow to you.'
To perform Namaste, we place the hands together at the heart charka, close the eyes, and bow the head. It can also be done by placing the hands together in front of the third eye, bowing the head, and then bringing the hands down to the heart. This is an especially deep form of respect. Although in the West the word 'Namaste' is usually spoken in conjunction with the gesture, in India, it is understood that the gesture itself signifies Namaste, and therefore, it is unnecessary to say the word while bowing.
We bring the hands together at the heart chakra to increase the flow of Divine love. Bowing the head and closing the eyes helps the mind surrender to the Divine in the heart. One can do Namaste to oneself as a meditation technique to go deeper inside the heart chakra; when done with someone else, it is also a beautiful, albeit quick, meditation.
For a teacher and student, Namaste allows two individuals to come together energetically to a place of connection and timelessness, free from the bonds of ego-connection. If it is done with deep feeling in the heart and with the mind surrendered, a deep union of spirits can blossom.
Ideally, Namaste should be done both at the beginning and at the end of class. Usually, it is done at the end of class because the mind is less active and the energy in the room is more peaceful. The teacher initiates Namaste as a symbol of gratitude and respect toward her students and her own teachers and in return invites the students to connect with their lineage, thereby allowing the truth to flow—the truth that we are all one when we live from the heart."
Recognized as one of the world's top yoga teachers, Aadil Palkhivala began studying yoga at the age of seven with B.K.S. Iyengar and was introduced to Sri Aurobindo's yoga three years later. He received the Advanced Yoga Teacher's Certificate at the age of 22 and is the founder-director of internationally renowned Yoga Centers™ in Bellevue, Washington. Aadil is also a federally certified Naturopath, a certified Ayurvedic Health Science Practitioner, a clinical hypnotherapist, a certified Shiatsu and Swedish bodywork therapist, a lawyer, and an internationally sponsored public speaker on the mind-body-energy connection.
http://www.yogajournal.com/basics/822
This is not just part of my teaching practices, but also part of my teaching philosophy--my personal spiritual beliefs, my religious practices, etc. I do truly believer that under our egos, our cultural/linguistic/racial/socio-economic/etc. divides--that we are all the same--and we are all part of something special--so--call me a crack-pipe, liberal hippie if you want to--hey, you're the one still taking my class...
No--I don't want you all to start meditating twice a day and leave whatever G-d you believe in behind--That would be not only unethical, but also illegal, of me to do. But that ending practice, is my way of thanking you for giving me respect--that is my way of thanking you--not just for respecting me, but for allowing me to teach you and impart, not just my wisdom, but my mentors' and teachers' and other researchers that have influenced me's wisdom to you. It is also my way of thanking you (dear students) for teaching me--I learn from you just as much as you learn from me--you may not always be able to tell right away--but I think that my first two classes of this Thursday have taught me that I need to think of more creative ways to motivate my students (at least, a big chunk of them)to work on my class, outside the bounds of the hour and fifteen minutes we spend together.
Namaste--and have a wonderful weekend--let's try to do better next week
Monday, September 6, 2010
Questions
So--here is what I have done, so that you can do the same each time you post a new blog.
Go to Blogger.com and sign in
Click on the blog I created
Click "NEW POST"
create a title
type in the text box.
Hit Publish Post.
Log out of Blogger.com
The reason why I have you type the URL's and submit them through Bb is so I can just go there to get the url and check it--there is no need for you to post your blogs on Bb and create a gazillion threads--just one with a hyperlinked url to your blog. And if the website is down--keep trying to post.
I must say to my TCC students that I am sad to see more than a few of you didn't post a blog this weekend at all. Zeros have a tendency to add up fairly quickly.
I will say that I am glad that we got a 4 day weekend, although, Earl was probably the weakest "hurricane" I have ever seen--but it did remind me of the time a couple years ago that ODU cancelled ahead of a supposed 6 inches of snow--on Obama's Inauguration day--and I only saw 2 snowflakes the whole day. I guess it's better to be safe than sorry. And hey--I got to stay home with friends and watch America's first African American President be sworn in. And while my buddies and I waited, at times a bit impatiently, for Earl's arrival in the wee hours of Friday morning, we were able to philosophize on the moral implications of the harsh realities that exist within our country and world today--which just leads to more questions and things to eventually research--but also leads to better decision making when it comes to the direction I find myself going.
Go to Blogger.com and sign in
Click on the blog I created
Click "NEW POST"
create a title
type in the text box.
Hit Publish Post.
Log out of Blogger.com
The reason why I have you type the URL's and submit them through Bb is so I can just go there to get the url and check it--there is no need for you to post your blogs on Bb and create a gazillion threads--just one with a hyperlinked url to your blog. And if the website is down--keep trying to post.
I must say to my TCC students that I am sad to see more than a few of you didn't post a blog this weekend at all. Zeros have a tendency to add up fairly quickly.
I will say that I am glad that we got a 4 day weekend, although, Earl was probably the weakest "hurricane" I have ever seen--but it did remind me of the time a couple years ago that ODU cancelled ahead of a supposed 6 inches of snow--on Obama's Inauguration day--and I only saw 2 snowflakes the whole day. I guess it's better to be safe than sorry. And hey--I got to stay home with friends and watch America's first African American President be sworn in. And while my buddies and I waited, at times a bit impatiently, for Earl's arrival in the wee hours of Friday morning, we were able to philosophize on the moral implications of the harsh realities that exist within our country and world today--which just leads to more questions and things to eventually research--but also leads to better decision making when it comes to the direction I find myself going.
Tuesday, August 24, 2010
Michael Wesch Lecture
This video is about 56 minutes long-but it is a discussion on the changes made to the Web, how Web 2.0 changes how we communicate, how we are linked, and how those changes change us as a community, both locally and globally. This speech was given at the Library of Congress in June of 2008.
http://www.youtube.com/user/mwesch#p/u/3/TPAO-lZ4_hU
http://www.youtube.com/user/mwesch#p/u/3/TPAO-lZ4_hU
Tuesday, January 19, 2010
Long showers=lesson plan ideas+water puddles on the bathroom floor
I really need to contact my landlord about fixing my shower--I live in Ghent and have a slow drain, causing my "closet" of a shower to often overflow if I leave the water on the whole time. But see, I get my best ideas in the shower...so the longer my shower (what, I don't pay for water---and I have thick hair) the more developed my ideas become...so since I've had a huge case of writer's block today (yes, we suffer from that too) I took a longer than usual shower...and ended up with a huge puddle to a)not slip and break my neck on...and b)soak up before my 9 month old kitten tried to play in it. So, earlier today...to avoid the block...I went to the grocery store and came home and cooked some couscous with pine nuts, sauteed onion and squash, gorgonzola, grape tomatoes and dried cranberries...then I read some blogs...btw, just over 50% of the ones I saw I was uber impressed with...the other I was like...not bad...very few was I, meh...needs some work (especially on length!--remember each post should either be 1 300 word, or 3 100 word posts...but I only grade what you have done by the due date)
So when that didn't work, I turned on mindless tv (Bravo's Housewives of Orange County) and read some...still...nothing...then my best friend called from FL to complain about his woman problems, and I was lecturing him about his crazy ex (cause, ya know...I'm the expert [sarcasm entered here]) and was telling him about this show I was watching....still...no idea had hit me until I was desperately trying to rinse the conditioner out of my hair (ladies, I'm sure you feel my pain)...and it hit me! I'll talk about Orange County...now...I know what you are thinking...what the heck can a stupid reality show about rich women in CA have to do with English?...well...sit back and be amazed at my cunning ability to connect English with reality TV...
So here is the background...(for those that don't know)...Vicki is a super busy business woman...she is the only one out of the group that works...Tamra likes to complain about money problems, but doesn't work...Gretchen's boyfriend died a few months back, now she is dating some other old guy...Lynn is the hippie, spacy one who just started selling her cuffs for fun. Alexis is a super mom (with nannies) and is "religious" (meaning she goes to church every Sunday and gossips the rest of the week). Now, don't get me wrong, each of these women have their positive attributes, but honestly kids, don't go trying to be like these women...I mean really...DRAMA!! So that is the background...here is the episode plot I want to focus on...
Vicki had to go to FL for a conference...she invited the girls for a girls week as well at the end of her conference...she told her husband that she was really looking forward to spending time with just the girls...so Tamra's husband didn't like the idea of her going away for a week so far away...so Tamra told him to come...Alexis has not been away from her husband overnight in more than 5 years of marriage...Lynn's husband was like...cool...have fun...and Gretchen's boyfriend showed up to suprise her when they were in the lobby of the hotel. Vicki (the one who organized the trip and activities) had no idea the husbands were going to show up...so clearly, she was upset. Then everyone started harshing her for being a stick in the mud and being upset that the guys were there...drama drama drama...then started gossiping behind her back about how unhealthy her marriage must be cause she didn't invite her husband and that their marriages were much stronger than hers...so...big picture...what is the take away from that episode...what is the theme? Well, it sounded like at the end of the day, that because Vicki and her husband could be apart for a week and have time for their own lives/interests/friends...there was something wrong with them...
Now for the real magic...what does this have to do with English? Ah...brace yourself my friend...here it comes
The show is a "reality" show...but whose reality? Obviously, the cast gives seperate interviews throughout...not every single waking minute of each character is shown...so the cast/crew/editors are making choices about what we as audience see, which creates a seperate reality and innundates us with messages (hidden or blatant) that sway our opinion in one way or another...and over time, our opinions and thoughts about relationships, body image, style, etc...pretty much everything... is influenced by the images we are innundated with through media. So, intentional or not, the editors are sending the message to their audience that Vicki's relationship is not ideal, not "normal" not even desirable in most social circles...but is this really the message that we should allow ourselves to accept? Which couple has the better, more stable relationship...the one that says we must have our husbands accompany us on a week long vacay without our kids? Or one that the woman can leave, have fun and have her partner hold down the fort and take on the day to day activities of the house while she is gone? If this trip had been planned by Don (Vicki's husband) and had been an invitation of the men...would it have gone down like this? Would Don have gotten slack for being miffed if his buddies showed up with their wives in tow?
So yes, keep in mind that shows we watch, music we listen to (passively or actively) billboards on the corner, etc. are indeed compositions...with real rhetorical choices (or rhetorical failures) and they do influence the audience in some way, shape or form...the only way to overcome social oppression/stereotypes is to be aware of these choices, be aware of who/what is directing our thoughts, who creates the images and what they are meant to do and to analyze the rhetoric we come across every day....
Welcome to the Jungle, baby...
So when that didn't work, I turned on mindless tv (Bravo's Housewives of Orange County) and read some...still...nothing...then my best friend called from FL to complain about his woman problems, and I was lecturing him about his crazy ex (cause, ya know...I'm the expert [sarcasm entered here]) and was telling him about this show I was watching....still...no idea had hit me until I was desperately trying to rinse the conditioner out of my hair (ladies, I'm sure you feel my pain)...and it hit me! I'll talk about Orange County...now...I know what you are thinking...what the heck can a stupid reality show about rich women in CA have to do with English?...well...sit back and be amazed at my cunning ability to connect English with reality TV...
So here is the background...(for those that don't know)...Vicki is a super busy business woman...she is the only one out of the group that works...Tamra likes to complain about money problems, but doesn't work...Gretchen's boyfriend died a few months back, now she is dating some other old guy...Lynn is the hippie, spacy one who just started selling her cuffs for fun. Alexis is a super mom (with nannies) and is "religious" (meaning she goes to church every Sunday and gossips the rest of the week). Now, don't get me wrong, each of these women have their positive attributes, but honestly kids, don't go trying to be like these women...I mean really...DRAMA!! So that is the background...here is the episode plot I want to focus on...
Vicki had to go to FL for a conference...she invited the girls for a girls week as well at the end of her conference...she told her husband that she was really looking forward to spending time with just the girls...so Tamra's husband didn't like the idea of her going away for a week so far away...so Tamra told him to come...Alexis has not been away from her husband overnight in more than 5 years of marriage...Lynn's husband was like...cool...have fun...and Gretchen's boyfriend showed up to suprise her when they were in the lobby of the hotel. Vicki (the one who organized the trip and activities) had no idea the husbands were going to show up...so clearly, she was upset. Then everyone started harshing her for being a stick in the mud and being upset that the guys were there...drama drama drama...then started gossiping behind her back about how unhealthy her marriage must be cause she didn't invite her husband and that their marriages were much stronger than hers...so...big picture...what is the take away from that episode...what is the theme? Well, it sounded like at the end of the day, that because Vicki and her husband could be apart for a week and have time for their own lives/interests/friends...there was something wrong with them...
Now for the real magic...what does this have to do with English? Ah...brace yourself my friend...here it comes
The show is a "reality" show...but whose reality? Obviously, the cast gives seperate interviews throughout...not every single waking minute of each character is shown...so the cast/crew/editors are making choices about what we as audience see, which creates a seperate reality and innundates us with messages (hidden or blatant) that sway our opinion in one way or another...and over time, our opinions and thoughts about relationships, body image, style, etc...pretty much everything... is influenced by the images we are innundated with through media. So, intentional or not, the editors are sending the message to their audience that Vicki's relationship is not ideal, not "normal" not even desirable in most social circles...but is this really the message that we should allow ourselves to accept? Which couple has the better, more stable relationship...the one that says we must have our husbands accompany us on a week long vacay without our kids? Or one that the woman can leave, have fun and have her partner hold down the fort and take on the day to day activities of the house while she is gone? If this trip had been planned by Don (Vicki's husband) and had been an invitation of the men...would it have gone down like this? Would Don have gotten slack for being miffed if his buddies showed up with their wives in tow?
So yes, keep in mind that shows we watch, music we listen to (passively or actively) billboards on the corner, etc. are indeed compositions...with real rhetorical choices (or rhetorical failures) and they do influence the audience in some way, shape or form...the only way to overcome social oppression/stereotypes is to be aware of these choices, be aware of who/what is directing our thoughts, who creates the images and what they are meant to do and to analyze the rhetoric we come across every day....
Welcome to the Jungle, baby...
Thursday, January 14, 2010
Example of a Visual Argument with memo (for Comp 2 students who are stuck!)
So, as you can see, this would be an example of a visual argument. The reflective memo is also included in this post...this would be a good example to follow, although, you will not be making connections to earlier readings (as is done here) but you will be asked to discuss the value of creating a visual argument vs just writing an essay...something you should be thinking about anyway...fyi, had more time been given to complete the assignment, there is a lot I would have done differently...like, change the font color to make the words stand out...reversed the image and made it transparant so it looked like the zombie masses were actually looking at a tv, etc. This image was created in Photoshop, also, and I was VERY new to the program. Just a thought, wanted to give you some ideas to think about when it comes time to start thinking about your own visual argument. Happy Almost-Weekend!!The purpose of this memo is to discuss the meaning, choices and processes implemented throughout this project, along with connections made to theories in New Media.
“The media is the most powerful entity on earth…because they control the minds of the masses” Malcolm X. This statement for me holds great meaning and echoes earlier leaders dating back to Naro of Rome. He was famous for saying, “If you give the people circus and bread, they will never question you.” Media represents our circus. We are drawn in to being entertained, even during our news casts, and who hasn’t heard of people being, “mesmerized by the boob-tube?” The zombies are meant to represent us…the masses. The news background represents media, but I decided to choose some very different images to represent the newscaster and inlay. The inlay is the “media’s depiction” of the typical gypsy. She is standing over a crystal ball getting ready to reveal some magical outlook about someone’s future. The newscaster however, is actually a picture of a 28 year old Roma woman dressed professionally. If you look closely into her eyes, she (like all us Romani women) does have a very mesmerizing stare. The reason for these images of “Gypsies” for me plays with the concept of how these groups are portrayed in media, stereotypes of dominant culture and the reality of the culture of the Roma people.
Processes
I think that most good writing comes from sudden urges. This being said, once I had chosen the quote for this project, an image appeared in my head of what I kind of wanted the final collage to look like. This actually helped me choose Malcolm X’s quote in the first place. It is kind of hard to describe the organic deeply imbedded desire to create something artful. It is something like a sudden itch that demands to be scratched. I rarely, when composing texts for school, have this urgent, organic desire to create. I usually have to spend a long time thinking about the topic I have chosen, and then can sit at my computer and type furiously as the words often stream out of my head faster than I can type them. I then have to go about correcting the grammar and polishing it since most of the writing will be incoherent babbling to my audiences.
Much the same way, once I had this set image in my head, I had to find pictures that would work to create something similar to what I originally had in mind. I have to admit; I did get extremely frustrated and ended up changing my original plan due to my own limitations with Photoshop. Once I saw the image in grayscale, I decided that although it was not the image I originally had in my mind, I did like the finished project. I felt like no matter how much more time, or how much more Deke videos I watched, I did not think the picture would get any better. Sometimes it is best to quit when you are ahead.
Choices
I have always had a strong fascination and fear of zombies. They are supposed to be dead, but yet they are walking and grunting; you can’t kill them unless you physically destroy their brain, and they walk around really slowly sort of like they are in a trance. They eat other people, or they bite you and you then turn into a zombie. WTF is up with that?! This is why I chose the background image of zombies. Originally, I wanted just a group of zombies walking, but then I decided that the circle of zombies would be better since I would then have an open space to put the image. The zombies could look like they are then gathering around the media image and are subsequently drawn into the TV screen. The image of Fox News represents media. I chose a Fox News image because it is the least of my favorite news sources and, in my opinion, the most biased propaganda in America. (Cause ALL news is corporate, and therfore, propaganda)
The other two images that I chose were very personal in nature. The Roma are a group of people originally from India that have over centuries, migrated throughout Europe. My great-grandmother was supposedly Roma and immigrated to this country around 1908. Throughout time, Roma have been persecuted by the dominant culture in which they reside and there are a lot of rumors and myths about their culture and beliefs. They have been labeled gypsies and are still treated as second class citizens in some countries. The image of the female sitting in front of the bookshelf is one of a 28 year old Roma that attended college in Prague. Many times media, myth, and ethnocentrism play a role in depicting Roma as dirty, panhandling, mystical nomads. The reality is most Roma are very superstitious, and they will at times practice such jobs as fortune telling and palm reading. Most Roma do not, however, put much stock in the actual reality of these soothsayer activities. But, in the interest of the project, I felt like I needed to validate that image a little since the quote does have to do with media controlling the minds of the masses…so therefore, I picked an image of a lady gazing into a crystal ball.
I did choose other, more accurate depictions of Roma in everyday life, but thought it best to choose the professional as the anchor (something that you would rarely see, especially in Europe) and the “gypsy” fortune teller as this was the best photograph I found on Google Images. Please refer to the above post for earlier drafts, and the top of this post for the original pictures.
Connections
I definitely see where the use of visual composition is sometimes both much more urgent and thoughtful than classical composition. As I stated earlier, the image I desired as a finished product jumped into my head within a matter of a few seconds. This rarely, if ever, happens in written composition (at least for me). In this way, technology was able to affect my thought processes in that I did not feel the need to “pre-write,” “draft,” “organize,” “research,” “re-draft,” “polish,” etc. in the way you would need to in writing. The steps were much more compacted…brainstorm, research, draft, polish…and in that order too, unlike with the writing process of Flowers and Hayes where the process is circular and fluid. Just as Tristan Tzara and Brion Gysin developed poems and artwork using the cut-up method, this project asks us to use the images we find in order to create something new (NMR 3, 90).
Some online resources for my StoneAge classes--or, just for English fun/further examples, etc.
Funny notes on commonly misspelled words:
http://theoatmeal.com/comics/misspelling
Purdue University's (please accept me to your PhD program) Online Writing Lab notes on MLA 2009:
http://owl.english.purdue.edu/owl/resource/747/01/
and...APA 2009:
http://owl.english.purdue.edu/owl/resource/560/01/
****112 (TCC) [or] 111(ODU) STUDENTS****
Examples of the types of questions you could ask when performing your ethnographic interview
http://www.design4instruction.com/articles/pdf/The%20Ethnographic%20Interview.pdf
Sample ethnographic interview (this is an interview a pastor sets up for his worshipers while he is doing some research...the way he sets up the meeting and the types of questions he will be asking throughout the interview are explained in detail)
http://worshiplife.net/Interview%20Worshiplife%20Frame.htm
http://theoatmeal.com/comics/misspelling
Purdue University's (please accept me to your PhD program) Online Writing Lab notes on MLA 2009:
http://owl.english.purdue.edu/owl/resource/747/01/
and...APA 2009:
http://owl.english.purdue.edu/owl/resource/560/01/
****112 (TCC) [or] 111(ODU) STUDENTS****
Examples of the types of questions you could ask when performing your ethnographic interview
http://www.design4instruction.com/articles/pdf/The%20Ethnographic%20Interview.pdf
Sample ethnographic interview (this is an interview a pastor sets up for his worshipers while he is doing some research...the way he sets up the meeting and the types of questions he will be asking throughout the interview are explained in detail)
http://worshiplife.net/Interview%20Worshiplife%20Frame.htm
Wednesday, January 13, 2010
Some really cool info that I want to research further on teaching/writing/technology, etc.
http://www.youtube.com/watch?v=dGCJ46vyR9o
http://www.youtube.com/watch?v=NLlGopyXT_g&feature=channel
http://www.youtube.com/watch?v=yoCp3iUMhq0
http://www.youtube.com/watch?v=LyxjE1i9rsE
http://www.youtube.com/watch?v=YDUn1c4uxUE --Peter Elbow is my hero!!
http://www.youtube.com/watch?v=Hkr2KVr8Aa0&feature=PlayList&p=EDFB937A0564E3A9&index=0&playnext=1 HILARIOUS!! YOU may pee yourself laughing...but it is educational as well!!! AMAZING footage (did I mention it is pee your pants funny?) on creating Visual Arguments...great for Comp 2 students...or when you just need a good laugh...
uhm...more to come throughout the semester...
http://www.youtube.com/watch?v=NLlGopyXT_g&feature=channel
http://www.youtube.com/watch?v=yoCp3iUMhq0
http://www.youtube.com/watch?v=LyxjE1i9rsE
http://www.youtube.com/watch?v=YDUn1c4uxUE --Peter Elbow is my hero!!
http://www.youtube.com/watch?v=Hkr2KVr8Aa0&feature=PlayList&p=EDFB937A0564E3A9&index=0&playnext=1 HILARIOUS!! YOU may pee yourself laughing...but it is educational as well!!! AMAZING footage (did I mention it is pee your pants funny?) on creating Visual Arguments...great for Comp 2 students...or when you just need a good laugh...
uhm...more to come throughout the semester...
Monday, January 11, 2010
questions about blogs
Hey folks!
Okay...I checked it out...you CAN use your email.vccs.edu acct to create your blog on this site.
You just sign in using your email.vccs.edu full account AND password (same as the one used to sign in to your SIS or student email ((yay for not having to memorize yet another password!!)) and you are half way there).
First go to blogger.com and hit create a blog...then sign up...then you can start blogging...make sure you send me the http:// that has the _____.blogspot.com and not the profile with a bunch of numbers behind it one.
Like I said in class...this is your personal academic blog for the course...use it to your advantage to reponding to readings...brainstorm ideas...etc. contribute things you didn't get to contribute to the class discussions...ask for peer advice from your neighbors (yeah you can feel free to follow each other's blogs...once I get a list of them up on Bb).
So take advantage of the space and have fun with it...yes, it is a grade...but learning really can be fun...i promise...
Okay...I checked it out...you CAN use your email.vccs.edu acct to create your blog on this site.
You just sign in using your email.vccs.edu full account AND password (same as the one used to sign in to your SIS or student email ((yay for not having to memorize yet another password!!)) and you are half way there).
First go to blogger.com and hit create a blog...then sign up...then you can start blogging...make sure you send me the http:// that has the _____.blogspot.com and not the profile with a bunch of numbers behind it one.
Like I said in class...this is your personal academic blog for the course...use it to your advantage to reponding to readings...brainstorm ideas...etc. contribute things you didn't get to contribute to the class discussions...ask for peer advice from your neighbors (yeah you can feel free to follow each other's blogs...once I get a list of them up on Bb).
So take advantage of the space and have fun with it...yes, it is a grade...but learning really can be fun...i promise...
Sunday, January 10, 2010
intro to blogging
In order to create a blog, you must have a gmail account first! Do not forget about that!! Use this space to create ideas for writing, track your progress, thoughts about writing, etc. Remember that this is a public space...and once you say something on here, forever it shall remain for all posterity, stalkers, future employers, etc., to read...so, keep your academic ethos in check while posting. Sometimes I will give you a topic specificially to write about...sometimes I will let you choose...and sometimes, you can simply use this space to push yourself in your writing endeavors or respond/reflect on your learning and readings. Sooo...use this space wisely, and be creative. Don't forget, within the world of the internet, your audience varies greatly, so do not forget about having a good audience awareness before you hit "post"
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