office hour is Thursday outside the Cafeteria 2-3pm!
office hour is Thursday outside the Cafeteria 2-3pm!
Low-stakes assignment Posts for UNIT 2 as of March 12:
Reflection on “Shitty First Drafts” by Annie Lamott and “Navigating Genres” by Kerry Dirk
..that’s it! You should have posted them under the Category UNIT 2: Assignment 1.
The Prompts and Posts to Open Lab that comprised our low-stakes assignments for UNIT 1 were as follows:
Lipogram without “the”
Prisoner Lipogram without descending letters on the topic of “fear”
Prisoner Lipogram without ascending letters on the topic of “cure”
Your Shelf (list) of Influences
Reflection on Assigned readings by author Laura Carroll “Backpacks v. Briefcases”
Reflection on Assigned reading by author Nelson Graff “Teaching Rhetorical Analysis”
(Sections D439 and E106)
Reflection on Assigned reading by Laura Carroll “Backpacks v. Briefcases”
Reflection on Assigned reading: “Grammar to Get Things Done”
One extra piece of free writing, e.g., “On the way to school today, an unusual thing I noticed,” etc.
Reflection on writing with constraint thus far (Section D439 only, handwritten or posted)
1 Flat surface (preferably smooth)
2 Legs (legs are helpful!, but not required);
2 Arms (helpful as well, but you can manage without them)
1 Spirit (only 1, but a very broad and all-embracing 1 is best)
1 piece of Music
1 large compulsion to move when you hear or otherwise think of rhythm
1 Ego that can withstand the worry about how stupid you probably will look to other people
Self confidence (1 large bushel)
At least 1 sense of rhythm recommended (but you can get away without it if you have to)
Up to 200 people on a club floor.
TEACHING: A RECIPE by Professor Schmerler
Serves 10-50 people. Should be served hot or at least warm.
An insane desire to transfer your own knowledge to other people before you die, thereby (in your own mind) achieving immortality (1 GALLON)
A love of your own voice (1 HALF GALLON)
Some schooling (2 CUPS)
Some prior knowledge of your subject matter (preferred) (3/4 CUP to start — you can make up the rest of the cups as you go)
Prep: If you are teaching in a community college or other, non-private academic environment that does not offer you job security: pre-heat your personal life by relying on this job for income to meet your basic needs (rent, food, clothing, coffee). This will give you the necessary attitude required to make your teaching the best it can be.
1.) Spend your lifetime wishing you could connect more to other people. Read/do/or otherwise perform one very geeky thing A LOT. Try to explain it to other people while you are growing up. Fail. Try again. Watch other people who explain their sh*t well to people and copy their style, attitude, demeanor, and actual lessons. (That last part is not plagiarism. It’s legacy.)
2.) Get an attitude (see above) that makes you feel comfortable in rooms where there is only one of you and you are greatly outnumbered by other people (who are preferably sitting in chairs). Seek out these places. Spend lots of time in them (especially sitting in the chairs). Deal with the boredom that comes with doing this. It is inevitable. It is real. It will be exactly what your future students feel while sitting in chairs, and it will help you if you feel it yourself, for many years, first.
3.) Plan a lot. Plan some more. Make lists and write them out and change them. Make charts. Always think about your plans when you are reading ANYTHING, watching ANYTHING (a movie, a TV show, a dance video on YouTube) and think and scheme about how you can incorporate it into your plans. These will inevitably become your lessons.
4.) Throw all your plans out when it comes time to teach. The students will roll their eyes and become bored if you don’t (see Step 2).
5.) Get a job. Any job. Stand in front of people and talk. Don’t worry if the people don’t respond at first. Don’t worry if they are too catatonic to even open their mouths and form syllables. You are all in a room, and that’s good. No one is threatening your lives (see supplement on Active Shooter Protocol), and that’s good. In short: Be sure Everyone is where they need to be and where they want to be.
6.) Repeat Steps 1 – 4 constantly throughout the semester, modifying amounts as necessary. Garnish with spice.
That last step is probably the most important of all.
Comments on YouTube; Facebook posts; Amazon reviews; Yelp reviews; Memes…
These are all genres that never existed when I was in college. Each one has its own community. Each one has its own rules.
When I read them, I feel: Everyone in these communities seems to know the rules about how to write in them — only, the rules were never posted anywhere.
I feel kind of left out.
I imagine that others share the same feeling about writing 850-word English essays. “What’s the purpose?” “Who is on the other side of this — who cares about this?” “I need to know more about what this is for or else I may look foolish.”
Just a reminder that we will meet outside the Library today (Tues 5) and take roll. After the Librarian is finished with our Instruction Session, we can head to the classroom, or maybe stay in their Library classroom if they let us.
I have some responses to your papers; I look forward to hearing your thoughts on the readings. And I hope the you will find the activity that Nora (our Librarian) gives us edifying!
I don’t really “get” genre because it’s best when you mix it up. It’s best when I focus on the force and passion of the message rather than the category that’s containing it.
Here is what the author of our most recent assigned reading (Devitt) says about why I ought to teach you about genre:
“…the more you are able to master particular genres, the better equipped you may be to master genres that you later encounter:
When people write, they draw on the genres they know, their own context of genres, to help construct their rhetorical action. If they encounter a situation new to them, it is the genres they have acquired in the past that they can use to shape their new action. Every genre they acquire, then, expands their genre repertoire and simultaneously shapes how they might view new situations. (Devitt, Writing 203)”
I don’t know, but I’m a “master” of mixing. How about you?
Writers call that genre epistolary and it’s centuries old — but they couldn’t have known what would happen to it in 2002. No one searches under “epistolary songs” for “Stan.”