A mini CFP for a roundtable at C&W: Blogs are Dead: Yes, No, Maybe, Other

Proposals for the Computers and Writing conference are due tomorrow, and I don’t have a proposal together yet and I’m undecided as to whether or not I should propose something.  Oh, I’ll be going to the conference, of course; but because it is so local– just across town, really– it isn’t going to cost me anything more than registration.  I’m sorta/kinda already involved in the planning, and I’m also sorta/kinda involved in the “unconference” discussions that have been going on about an alternative to the online conference.  And I need another conference presentation on my CV like I need another hole in my head.  So it might be interesting to go to the conference just to, you know, go.

So I’m on the fence here.

But while I was contemplating what to propose (or not propose), I decided that it might be interesting to throw out there something on the end of blogging.  The title I have in my head right now is “Blogs are Dead:  Yes, No, Maybe, Other,” or maybe just “Blogs are Dead:  Yes, No, Other.”  I have some sense of what I would say about that in a 15 or so minute presentation, and it might actually motivate me to do something with my mostly abandoned “Blogs as Writerly Spaces” project.

And then I thought that maybe this would be a fine roundtable sort of presentation that was more of a debate and made up of as many current and former bloggers interested in C&W that I could muster.  I’m imagining something like a 75 minute panel where each participant would have as much time as possible to talk given the need to leave at least 20-30 minutes for discussion.  In other words, if it’s three participants, everyone gets 15 minutes; if it’s 10, everyone gets four and a half minutes; it it’s some number in between 1 and 10, then the time will be somewhere between 15 and four and a half.

So, I emailed a half dozen or so people who have blogs I read occasionally.  I got back some answers rather quickly, though most of these folks are already committed in one fashion or another. So then I thought “hey, why not throw up a blog post that tries to drum up some interest quickly?”

And so I wrote this post.  Which, I should point out, I’m also sharing with the world via the tech-rhet mailing list, Twitter, and Facebook, which I suppose speaks to why I personally think the answer to the question about the death of blogging is both complicated and interesting.

In any event, if you are reading this now, if you do (or you used to) keep a blog, and if you were thinking about going to C&W this year, then it seems to me there’s a chance that you too might be interested in participating in this.  If so, add a comment and/or send me an email, skrause at emich dot edu.  We need to get this together very soon though!

“The Four Hour Work Week” and “The Happy Academic”

Several months ago, I mentioned that I was starting to read Timothy Ferriss’ “self-help” lifestyle/work/get rich (sorta) book The 4-Hour Work Week, and I finally got around to finishing it the other day/week. I should mention it’s not that I read that slow– I just have other things to do/read, and I read Ferris’ book in 20 minute or less bursts while on the bike at the gym.

The short version: I am not a Ferris convert/disciple, but it’s an entertaining book with occasionally good tips, some of which sorta/kinda connect with the happy academic lifestyle.  Much more after break.

Continue reading ““The Four Hour Work Week” and “The Happy Academic””

A few thoughts on grading (on the eve of a big push)

I have planned badly grading-wise this term, something you would think I would have figured out after teaching for 22 years.  Basically, I’m teaching three writing classes, and all of them– the first year students, the juniors/seniors, and the grad students– all have some significant writing project due this week.  I know.  Brilliant.

Anyway, there were a couple of pretty humorous and wise posts about grading out there on the blogosphere that I thought I’d reflect on before I dive into the breach tomorrow.  First, there is this post from the “not that kind of doctor” blog, “the five stages of grading,” which went “viral” (sorta) and seems to have taken the blogger by surprise.  Then there’s “Procrastigrading; or, How to Grade Efficiently” from Nine Kinds of Pie, another blog I had not previously read.  The five stages of grading = the five stages of grief (kinda funny), and “procrastigrading” is a technique where one collects work from students and waits for six days to grade it, doing it all in one marathon session.  This is advice I inadvertently follow far too often.

In any event, mostly to remind myself for the grading frenzy that starts tomorrow, a few thoughts/self-reminders about grading:

  • When it comes to the teaching of writing, it seems to me that commenting/assessing/grading writing is a part of the teaching process, unfortunately.  I say “unfortunately,” because while I often like reading student writing and I think it would be totally wrong to pass this grading off onto someone else and/or to not really do it all, I admit that grading can often times be the least interesting part of the teaching process.  Having said that….
  • …. I have heard all kinds of stories of cutting corners in very dubious ways.  One of my very senior colleagues told me a story about how he was very pressed for time one term and limited his commenting on student papers to circling what he thought was the strongest sentence in an essay and underlining what he thought was the weakest.  I have often thought about how much easier my life would be if I simply wrote “good!” on the top of all the assigned essays and simply given everyone an A.  I’ve heard stories of faculty (not here, but I suspect it’s happened) hiring grad students or part-timers to grade stuff on the side.  I haven’t done any of these things and I wouldn’t, but that is not to say I’ve never been tempted.
  • Effectively and efficiently commenting/grading on student essays is something that takes a lot of practice, and on the chance that there is a newer teacher or a grad student of mine reading this who has just spent 10 hours dealing with their first big stack of first year composition essays, it does get easier.  Honestly.
  • The truest thing that Phillip “Nine Kinds of Pie” Nel writes is that “Grading devours all the time you give it.  You need to limit its diet.”  Very very true.  Toward that end, I tend to use two techniques (well, three, if I count to the too frequent “procrastigrading” approach of waiting until too long to start grading a batch of papers in the first place.)  The first technique, which is based entirely on the “Procrastination hack” from 43 folders, is using a timer.  I give myself 10 minutes at a time to read/comment on a student project, a time limit that is usually not enough but is often close enough to comment on an essay.  So, doing this 10+2*5 approach means I can comment and grade about five essays an hour.  That’s still not exactly “super fast,” but it makes things a little more manageable.
  • The second major technique is to remind myself what I’m grading/commenting for in the first place, and this is the one that has really developed with my experience and confidence as a teacher.  When I first started teaching– and really, for the first 2/3rds or more of my time as a teacher– I would write a lot of comments on student essays, including pointing out errors and/or offering editing advice and (often lengthy) end comments that were as much about justifying my grade in my own mind as anything else.  In other words, I wrote a lot on a student’s essay to reassure myself about the grade I had assigned and not to offer advice about improvement. Well, at some point in my process, I decided that this self-justification didn’t help students and wasted my time.  So nowadays, I write very little as far as editorial/line-by-line sort of commentary (more with first year students, though), and I make it as clear as I possibly can to students that I am always happy to meet with them in person to talk about both my grading and about ideas for revision.  Arguably, not all students who could/should take me up on this and then they are left with my less than complete comments.  But these less satisfied students are not the ones who are seeking copious commenting in the first place, and I have seen the problem of commenting too much on student work often enough to convince me that the students who want more comments will ask, and the students who don’t ask probably don’t want that many comments in the first place.

Cynical?  Perhaps, a little.  But the process can make you a little cynical after a while.

Which reminds me:  a little reading and soon to bed to prepare for a three or so day long grading bender!

Yet another miscellaneous links round-up post

Still have lots of pages open in my browser, and this morning seems like as good as any a morning to try to clear that:

  • From Jakob Nielsen, “Children’s Websites: Usability in Designing for Kids,” which cbd posted a while back.  I don’t always agree with Nielsen’s proclamations about all things internets, but this seems pretty interesting and potentially useful for English 444.
  • Speaking of which:  some of my teaching evaluation reviews from this last summer’s section of English 444 and English 328 were pretty bad, and I think it’s mostly because the 7.5 week summer term makes students kind of crabby, and because this is another short term that comes after the short spring term.  I try to warn students, try to repeat often the mantra of “it isn’t half as long, it’s twice as fast,” but often to no avail.  Next year/this school year, I’m scheduled for spring term teaching, so we’ll see if that makes much difference, and I am also tentatively scheduled to teach a section of 444 this winter as an overload.
  • “Project explores potential for use of iPad in education at Penn State,” which is another story about what the headline suggests.  The one thing that’s a little different/unusual is I sort of know a couple of the people involved with this project.
  • Tweet Library is a software for keeping a Tweet library on an iPad, which is all fine and good, though I personally would prefer to have it on my desktop.
  • Here’s a pretty interesting assignment from Bill Wolff at Rowan University, “wrtf10 assignment 2: mixin’, mashin’, and remixin’.” There’s a couple of different things I can steal/borrow here for stuff students are doing this term in both 328 and 121.
  • I don’t know exactly how much this matters, but here’s a link to a blog that links to a site called Haltadefinizione, which has super-duper high resolution/detailed images of some famous paintings.

My iPad, a (little over) six months later

A few thoughts on iPad ownership, just over six months since it came out and I bought one (well, Leslie bought one for me and I bought it from her), in no particular order (other than I have piled up some links as of late on this):

  • I’ve shown this to students in my in-class version of English 121, to my informal gatherings with grad students, and with other students I’ve met with in my office for one reason or another, and they are generally unimpressed.  I’m not entirely sure what that means, other than there is still a fairly hard-core less than interested adopters out there in a segment of the population I would think might be interested in these things.
  • The iPad has taken off at a lightening-quick pace.  At this rate, a) my students will be sold on the usefulness of these things soon, and b) textbook companies had better start thinking about ways to take advantage of these things.
  • The iPad is not a substitute for a computer, and now that the fall term is well underway, I find myself using my laptop a lot more than I did over the spring/summer.  There are certain things that I need to do with my laptop in my teaching that would be more trouble than it is worth with my iPad.  I mention this in part because I had a link at one point (I think I misplaced it now) where a college was giving students the choice of getting (as part of their “package” of some sort– this was a small and expensive school) either an iPad or a laptop and the college was surprised at the number of students who wanted the laptop.  Well, DUH! My iPad can do lots of cool things, but not as many as my laptop or my desktop.
  • The iPad can create content, and here’s a link to a good article about “10 Ways People Are Using The iPad To Create Content, Not Just Consume It.” What’s interesting here is that the people who are using the iPad to create tend not to be writers– that is, the iPad is really good for painting, mixing music, editing photos, DJ-ing, etc.
  • That said, here’s a good and interesting link called “iPad Apps For Writers.” I had my own thoughts of the iPad as a writerly device way back when, but I think that purpose and “space” is everything here.  As I wrote before, I do much/most of my writing (including this post) at my desk and on a desktop computer.  As I’ve mentioned already, I tend to use a laptop at school most often because of its functionality and its usefulness for typing stuff in a meeting or whatever.  But I do like taking my iPad and my keyboard to a coffee shop once in a while, too.
  • I read on my iPad a fair amount (see below), but those bastards at WIRED are still dead to me.  And, from what I read, there’s still a lot of fuzziness and confusion about how a newspaper or magazine subscription via the iPad might work.  This is a shame.  The publishing industry dubbed this thing the Jesus tablet because they saw it as a way of saving them, and it just might– if the greedy publishing bastards and the greedy Apple bastards could just come to term.
  • What do I use my iPad for, you ask?  I like the email interface quite a bit.  I do some light web browsing, and while the lack of Flash is an issue, not huge.  Weatherbug.  Facebook. Kayak (great app). Calendar.  Facebook.  Keynote (probably more than Pages). I like “Reader” as an RSS feed reader quite a bit too.  But…
  • … my “killer app” remains iAnnotate, and while my students generally don’t get the point of this thing, when I show them iAnnotate and the PDFs I’ve assigned for our classes, there is a bit of a light bulb moment.  It is an excellent app.  Seriously, this is a revelation/revolution for me about reading these kinds of documents.  I’ll never work with nasty paper photocopies again.
  • And I like the Kindle and the iBooks apps quite a bit too, especially while reading in bed in the dark.  Which I’m soon going to go do.

I dunno, I don’t think they hate me…

“Why Do They Hate Us?” is a commentary in the most recent Chronicle of Higher Education by Thomas “not his real name” Benton where he laments the sorry state of “anger about professors.”  This piece gives me pause right out of the gate when he begins recapping a series of not so hypothetical unpleasant conversations he’s had over the years.  Among the “unpleasantness” he raises:

  • “What you teach is worthless—I mean, who needs more measurements of Walt Whitman’s beard when the economy and the environment are collapsing?”
  • “Why don’t you English profs just teach people how to write?”

I have to say as someone who teaches writing and not literature in an English department, I don’t think these hypothetical jabs are as inaccurate as Benton implies.

  • “I wish I had tenure and didn’t have to worry about being fired for not doing my job.”

Hardly a new argument, of course, one that misses the point of tenure, and one that seems to also forget that lots of employees– those in unions, those who work for the government– are notoriously hard to fire.  So when this comes up in polite conversation– which it does with my family once in a while– I shrug my shoulders, put up a sort of weak fight intended to educate the complainer that it is isn’t about job security but about academic freedom, and I agree that the system is problematic.  But on the inside, I also agree with Alex Reid when he wrote this about people who say things like “I wish I had tenure and didn’t have to worry about my job” sorts of comments:

“Well, maybe that’s why you don’t have tenure. To get to tenure, a person has to exhaust a tremendous amount of labor. Seven years of graduate school (on average), working as a TA or adjunct, borrowing a lot of money all for the chance to just compete for a tenure-track job. Most people wouldn’t take that risk (probably because they are sane or something). Then one has to negotiate the job market and tenure process. Really you can only get to tenure if you have a tremendous amount of intrinsic motivation for doing the work required.”

  • “My job [pharmaceutical sales] saves lives; your so-called work is a waste of other people’s time and money.”

Pharmaceutical sales?!  Anyone who would actually say that just deserves a punch in the mouth.

Benton then trots out a pretty long and old list of books proclaiming the death of the academic culture (including, for example, Allan Bloom’s The Closing of the American Mind, published a lifetime ago in 1987) and then goes into a pretty typical laundry list of what’s wrong with America as the cause for why “they” “hate” “us.”

I’m not going to go through all of Benton’s reasons for why he feels hated because none of them are remotely new.  Instead, I thought I’d create my own little list as to why I don’t feel like I’m hated.

I’ve clung firmly to the stance that at the end of the day, what I do here is a job. It’s a good job and it’s a job that takes a lot of experience and training, but at the end of the day, it’s a job not unlike many other jobs that take experience and professional training– doctors, lawyers, engineers, accountants, CEOs, small business owners, etc., not to mention a lot of jobs that might not require as much schooling but that require a level of skill and experience I don’t possess– mechanics, carpenters, welders, farmers, etc.  I mean, I am enough of an elitist to acknowledge that being a college professor isn’t work that can be done by “just anyone,” but academics too often think it’s something much MUCH more than it is.  And again and again, I think that the saddest academics are the ones who somehow thought that becoming a professor was like being crowned prince of the kingdom.

I’m pretty ignorant about most other jobs, too. I agree that it is frustrating to read again and again AND AGAIN that professors are pampered because they can’t get fired, they work six hours a week, they’re drunk before noon, etc., etc.  At the same time, I don’t really know what my allergist does either.  As far as I can tell (based on my once a year or so 20 minute visits where he listens to my breathing, asks me how my shots are going, and where we bullshit about local news and events), he doesn’t do much of anything.  A monkey could go around and see patients like this.  What’s he doing to earn all that money?

Obviously, I know I don’t know what I’m talking about here.  Heck, for all I know there’s a blogger written by an allergist complaining about how stupid people are about the work he does, and I do think my allergist knows his stuff reasonably well.  The point is this:  given that I don’t really know what a lot of professionals really do, why should I be surprised that they don’t know what i do?

I think it’s okay that students go to college for many reasons, including getting a job and/or becoming a professional. I think that when people like Benton write this– “A generation ago, we could still defend the belief that our courses in literature, art, history, philosophy—the liberal arts, broadly defined, and always self-critical—were enriching in ways that could not be deposited in a bank or measured by outcomes assessment”– they’re assuming that at one point going to college was purely an intellectual curiosity, the study of the liberal arts just for the sake of the liberal arts.  That’s silly.  Higher education in North America for the last 300 years (and before that in Europe, of course) has always had some occupational component to it.   Becoming “self-critical” and a “better” and “enriched” person was and continues to be the mission, but to suggest that was ever the only reason for higher education is just wrong.

I value my teaching and my colleagues, and I do only the scholarship I want to do. Maybe another way of putting this:  not all jobs in higher education have been created equal by any stretch of the imagination, and at EMU, a lot of the traditional and fairly wide-spread problems of work in higher education just aren’t here.  There is “solidarity” of a sort among faculty through the faculty union, and the requirements for tenure and promotion and tenure are modest enough here that we get to do things that we want to do and not that we feel like we have to do.  Though I will admit this isn’t true everywhere.

I am lucky enough to live in a college town where being a professor isn’t a weird job. I’m lucky enough to live in a county where there are literally 75,000 or more college students and a stone’s throw away from Ann “college town central” Arbor.  I have to admit it’s a lot easier to be a college professor when you’re surrounded by a lot of other college professors.

So, like I said.  I don’t feel too hated.  And I don’t feel too sorry for myself either.

And in more link catching up news

Again, in no particular order– just things I want to keep track of that I have left open in my browser for a while now:

  • “Reading in a Whole New Way,” which is a very readable/accessible piece about how technology has altered the sense of “book,” from Smithsonian.com. And this is a link to the article itself, where there is worry about the iPad.
  • Speaking of which:  “Revisualizing Composition:  Mapping the Writing Lives of First-Year College Students” is a WIDE whitepaper/study about the way that students use writing technologies to write in different aspects of their lives.  There’s a lot here, but I was struck by the idea that students write as often for “personal fulfillment” (with Facebook, texting, etc.) than for school.
  • “Nine Important Trends in the Evolution of Digital Textbooks and E-learning Content,” from something called “xplana.”  I think these trends are debatable at best, but I like things that speculate about the future of publishing, especially when they are horribly wrong.
  • I really liked this cbd post “Taking Notes,” and I wanted to keep a link– a note?– of it for future reference.  Lots of good stuff here.
  • To be honest, I don’t know if this is worth passing on, but I will anyway:  From Inside Higher Ed, “An Adjunct’s Novel,” which in some ways seems amusing but in many ways seems rather predictable to me.
  • Here’s a link to an iPhone app I might try out later, something called the Sleep Cycle alarm clock. Though the whole thing seems a bit problematic to me.  First off, I set an alarm for a particular time not because it is the “best time” for me to necessarily wake up, but because it is the time that I logistically need to wake up to go on with my day.  Second, I don’t get how this app could possibly work, and I guess what bothers me most is that the reviews suggest that it does indeed work.
  • I might get this book called The Whuffie Factor:  Using the Power of Social Networks to Build Your Business because it does sound pretty interesting.  But to be honest, between stuff I’m reading for school and for fun right now, this is going to have to go down the list a bit. Still, for the Kindle (iPad, of course) edition, it might be worth it for the next time I’m on a plane.
  • What’s the point of an iPad?  How might it be used in the “real world?”  Here’s a link from Apple to tell us. I’ve pulled my iPad out a couple of times in my first year composition class and what I think is interesting is that my students in that class seem pretty dismissive of its usefulness.  So much for “digital natives” understanding this stuff so much better.
  • Speaking (again and again!) of the iPad:  I recently won an iShine give-away from PadGadget by being early enough on Twitter to retreat an article from the site PadGadget.  Here’s a review of the iShine, which I mostly agree with.  I prefer to have my iPad in its Apple case because it’s easier to prop it up and such, but the iShine bag is handy and easy too.
  • Finally, this is something I really ought to do with my laptop:  from Lifehacker comes “Starting from Scratch:  A Step-by-Step Guide to Reinstalling Your OS.”

iPad-themed (with Logorama) catch-up post

This has been a busy week and a half (give or take) with school and life, and I’ve starred a bunch of stuff in my Google reader to go back to and post eventually, mostly iPad related.  In no particular order, here they are:

There was another article in the Chronicle of Higher Education that I can’t find the link for about how iPads are being used in universities, mostly misused as far as I can tell.  There was some school where they gave students the choice of having either a laptop or an iPad and they seem surprised at the number of people who chose the laptop.  Well, that’s a no-brainer to me.  I still get asked on a fairly regular basis what I think of my iPad, and while I like it a lot, it is not a replacement for a computer.  I could probably live without a laptop with my iPad because I have a desktop computer, but an iPad is not a substitute for a computer.  What I have mostly enjoyed my iPad for as far as school goes lately is just reading and marking up the PDFs I am teaching. iAnnotate is my killer app.

And on a completely unrelated note, here’s a link to the completely excellent short film Logorama:

Logorama from Human Music & Sound Design on Vimeo.

Apple (apparently) thinks books and apps are two different things

A friend of mine sent me a link to this article on the blog/web side Dvice, “You shouldn’t care about Apple easing up on Flash apps.” My friend (and the folks at Dvice) are mostly interested in some of the ways in which Apple is not really easing up on Flash and also some of the kind of snarky language from Apple about their guidelines, much of which I agree with– they don’t need any more fart apps, for example.  Here’s a link to an endgadget article on all this.

But the last paragraph in the Dvice post is kind of interesting to me:

Our favorite: “We view Apps different than books or songs, which we do not curate. If you want to criticize a religion, write a book. If you want to describe sex, write a book or a song, or create a medical app. It can get complicated, but we have decided to not allow certain kinds of content in the App Store.”

It can get complicated indeed.  For example, what if you wanted to create a book that was critical of a particular religion– the Catholics for child abuse, the Scientologists for being kind of goofy, whatever– and you decided that words in a row were not enough, and you wanted to create a more interactive text, something with audio and video, something that could be manipulated more by the reader.  Unless I’m missing something, that means by definition that you’re creating something that is not an iBook or a Kindle book.

I guess what I’m saying is I’m not completely against Apple’s desire to filter and censor some materials it wants to sell.  Every retailer does that, though with Apple’s monopoly of selling stuff for their devices, perhaps they should be willing to be more open-minded and inclusive.  What I am questioning though is this passage’s easy definition of a book.  Seems to me that Apple already sells a lot of apps that are really books and that are evidence enough about the fuzziness of the boundaries between “book” and “app.”

Hey, that’s my farm!

Well, “my farm” may be a bit of a stretch, but just the other day, someone via Facebook posted this New York Times article about Tantré Farm, “Field Report:  Will Work for Food.” Tantré Farm is where Annette and I (along with Steve B. and Michelle) get a “Community Supported Agriculture” share.  Basically, CSA means we buy a “share” which entitles us to a produce from the farm for about 20 weeks of the year.

Besides being a good thing in terms of the produce and the experience of going out to the farm (and remember, for me going to the grocery store is an aesthetic experience) and a good thing in terms of the community, it’s a pretty good deal.  This time of year, we get a TON of stuff– I’ve pickled  pounds and pounds of green beans, and I probably could have canned some tomatoes too. Plus there’s the experience of going out to the farm itself, which is always kind of fun and reminds me why I don’t want chickens.

Oddly, there wasn’t much kale this year.

Anyway, if you get a chance to support your local CSA, I’d encourage it.