Category Archives: concerns

I’m Taking Bets

How well do you think students will be able to follow these directions?  This is what they’ll find on their Blackboard pages while I’m away in DC next week:

There’s a lot here; please read it all carefully.

For your final paper, you’ll produce a researched essay in which you state and support a position on an issue of your choosing.

I would suggest (strongly) that you craft your position around the issue that you researched for the analysis paper, since most of your research for that topic is already done.  If you decide that you want to veer off in a different direction or go in-depth with an aspect of your analysis that you didn’t have time or evidence to pursue in your last paper, however, you’re more than welcomed to do that.

As part of your pre-writing work, please read ALL of the “Debate about Animal Rights” and the “Debate about the Death Penalty” essays in your text (4 essays, pgs. 422-454).  Please note the organization of these essays, the ways in which the authors emphasize and support their main points, the way the opposition is addressed, and how the essays conclude.  Work on identifying not only topic/purpose/audience, but also strategy; HOW does the author craft his or her essay to achieve the desired effect on the reader (what IS the desired effect on the reader)?  How are the essays similar, and how are they different?  Which essays were most compelling to you, and why?  BE SPECIFIC; point out passages or strategies that you found especially effective and articulate the differences and similarities you find in the essays.

Please note, also, the language that each of the authors employs; what is the general tone of each of the essays?  I have noticed that our class is still struggling to find a professional tone; I’m not asking you to become someone you’re not – to change your voice entirely while you’re writing – but I do expect you to know – and to be able to employ – a professional, academic tone when such is required.  That means using the correct words in the correct ways, crafting complete, complex, and coherent sentences and paragraphs, and being able to organize your thinking into a sustained and thoughtful essay that is easy to read and understand.

That means drafting.  At some point during the week, you need to connect with AT LEAST TWO of your classmates to workshop your first draft of this essay.  Please come to class on the Tuesday we return (the 29th) with a complete SECOND draft – along with the notes and feedback from your classmates – you will be graded on this – and be ready to workshop.  Note the attachments above; use them to help you give thoughtful, careful, and meaningful feedback to your peers (author’s note; here, I attached three PDFs; one that articulate the purpose of peer review and two that offer different strategies for both giving and receiving (and using) feedback).

Please also continue to read and critique opinion pieces from the newspaper, and to listen to analysis from NPR.  Listen to the strategies, notice the language, and pay particular attention to introductions, support, and conclusions.  Providing evidence of these pre-writing exercises will count toward your crafting grade (see below) and will help to make your writing stronger.

 

Come to class on the 29th with all of your pre-writing (including your first draft and all your revisions) and a complete, printed copy of your second draft.

 

These papers will be graded on three components:

Craft  20/100 – the paper shows strong evidence of a command of writing as a PROCESS.  The writer provides plentiful evidence of “behind the scenes” work by articulating a clear topic/purpose/audience, showing evidence of careful and engaged pre-writing activities – including significant exposure to professional examples of the genre – and engaging in a vigorous and attentive workshop and revision practice.  Significant and substantial revisions are evident from first to final draft, and the author is able to both offer feedback to others and engage critically with his or her own work using peer feedback and employing critical reading skills to his or her own writing.

 

Content 60/100 – the paper is well written and complete.  The introduction is engaging and thorough.  The organizational structure establishes relationships between and among ideas and events, presents a logical progression of ideas, and is unified and complete: the paper maintains a consistent focus on the topic.  Credible, relevant evidence is provided to back up the author’s claims, and the opposition’s best counterpoint is addressed clearly, accurately, and fairly.  The author provides sufficient background for the reader to understand the “so what” questions and does not assume facts not in evidence.  The author demonstrates a solid grasp of the complexities of the issue, and is able to present a logical, defensible position to a neutral reader.  The conclusion is logical, reasonable, and satisfying.

 

Style 20/100 – the paper is written in a consistent, accurate academic voice, and sustained awareness of audience is evident throughout the paper.  The author is in control of the vocabulary of the paper; all of the words mean what the author intends, and word choice is precise, artful, and appropriate to the writing task.  All sentences are complete, and all paragraphs are cohesive (one idea per paragraph).   Sentence structure varies according to the writer’s need and are consistently clear, logical, and enjoyable to read.  Evidence is cited in proper MLA format, and the Works Cited page is formatted correctly.  The author does not employ rhetorical questions, personal pronouns, or faulty logic.

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Ten Things Tuesday

Ten things my students chose to write about for their position papers:

1.  Puppy mills.  This student went ahead with this despite my recommendations that she choose another topic.  The standard for a topic was that reasonable people could disagree about the issue, and she admitted that reasonable people could not defend the heinous practices of puppy mills and yet, there it was, a paper arguing against the heinous practices of puppy mills.  Sigh.

2.  Electric Vehicles.  This one wasn’t so bad, though it was boring to read.

3.  Abortion.  Natch.  This paper was horrendous; it was all I could do to figure out what the student was trying to say.

4.  Electroshock therapy.  While this student started off strong, the paper fell apart about a quarter of the way in; he focused more on the history of the practice than on arguing that the way it’s currently being applied should be reconsidered.

5.  Animal testing.  This paper was completely incomprehensible.  Observe, a cut-and-pasted paragraph from the essay:

Martasian (student’s beliefs about animal research) found that students have more negative attitudes towards animals testing than undergraduates involved in animal research. The study also shows pervious work by examining feeling towards two nations. Some previous studies of this kind were characterized by a single nation. The same study that involves the two nations, those nations were among the British and Americans. Newkirk (wrote the book Free the animals: the story of the Animal Liberation Front) found animal welfare is more highly developed in North American than in Britain. Two groups were recruited from Britain and the United States.

Really; I have no idea what to do with that.

6.  Gay rights.  This one appeared in a couple of my classes.  One student did okay with it; the other tried to argue that gay marriage should be banned because it does not provide a good environment for children.  Needless to say, I eviscerated that paper, pointed the kid in another direction (reasonable people can argue for the separation of civil and religious marriage, so I encouraged him to take that angle) and sent the paper back for revision.

7.  Obamacare.  I told the students that they were welcomed to write about what they thought was an important issue and that, even if I staunchly disagreed with their position, they’d get the grade if they did good work with it.  This kid got all of his information from well known right-wing propaganda machines and forwarded claims that I could debunk on Google.  I sent the paper back and told him to try again.

8.  Whaling.  This was another paper that started out with a good premise but fell apart before we got to page two.

9.  NASA funding.  I haven’t read this paper yet, but the kid who wrote it wrote a surprisingly effective (and entertaining) analysis about calcium, so I have high hopes.

10.  Funding for the arts in schools.  This paper is another I haven’t read yet and, to be honest, I’m kind of dreading it; the student who’s writing it hasn’t produced anything of any kind of quality all semester (AND he admitted that he started the paper the night before it was due, despite my trying to get them to run through a drafting and revision process for weeks).  Oy.

 

 

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Branching Out

So, have I mentioned here that I’m becoming less and less confident about my ability to find work in a classroom? If not, well, I am; I’ve been out of work for more than a year and in all that time – despite having sent resumes to literally every educational institution within a 50 mile radius (some more than once) – I’ve only had three interviews. There’s something not right about that.

As a consequence, I’ve begun to consider moving outside of education and pursuing something in activism. To that end, I’ve been sending out this letter to groups and organizations that work for social justice causes (I’ve only changed identifying details):

Hello!

I wish that I could make this introduction in person because I fear that I’m not going to come off at all the way I intend. Keeping that in mind, I’m just going to forge ahead and hope for the best. I beg your indulgence.

I am a 44-year-old mother of two teenaged daughters. My husband and I have been together for over 20 years and have lived in Coastal New England for all of them. I graduated from LU in 1996 with a degree in English with a concentration in education and literary criticism, got married that summer, and delivered our first child the following June. Mr. Chili and I did the math and realized that it would be much more financially sound for me to stay home with the baby, so that’s what I happily did. Our second daughter was born in March of 1999, and I rocked the stay-at-home-mom gig until she went to kindergarten and I headed back to LU for grad school. I finished my Master’s in English teaching in 2006 and worked teaching at the high school, community college, and university level until last year, when I took some time to pursue a post-graduate certificate (again, at LU; I have an all-State education!) in adolescent development.

I’m writing to you because I have discovered, through both casual observation and focused introspection, that I’m deeply passionate about social causes. Just about every class discussion I ever led was grounded in figuring out why things happen to people the way they do, in identifying what forces are in place that cause them (and how we do or do not perpetuate those systems), and in exhorting students to think critically and to find – and use – their voices. My friends have told me that I’m the first person they go to when they need information about an issue, or when they want someone to help them work through their thinking about one thing or another. My whole life has been spent as an outspoken and unapologetic LGBTQ ally and, separately, a strong pro-choice advocate. A significant part of my identity is wrapped up in being socially conscious and energetic, and in teaching others to be so, too.

I wholeheartedly embraced the crazy of this past election cycle (I had time on my hands, after all) and I found myself being frustrated, again and again, by the lack of knowledge that was being utilized by my friends and acquaintances. I posted about a zillion things on my facebook page and tried to direct people to thoughtful, accurate sources for the information they lacked. I spoke to people, I enlisted former students into the voting rolls, and volunteered with the local Obama campaign.

I want to do more of that, but I’m coming quickly to understand that my energy and passion are seen as liabilities in traditional school settings. I guess what I’m asking you is this; is there an opportunity with your organization that would use my passion, my teaching skills (I am an excellent and enthusiastic teacher, particularly of teenagers), and my research, writing, and speaking abilities in a position where I can feel like I’m making a difference? I’m not a naive 20-something; I understand that one person doesn’t go out and set the world on fire. I do believe, however, that one person can set off a ripple that reaches farther than that person ever imagined it could, and I feel like I am a significant pebble that could make some really wonderful waves if I could just find the right pond.

So, there you have it. I’m outspoken, energetic, committed, and thoughtful. I’ve got some significant work experience and I care about the job that I do. I’m personable, easygoing, and eager to learn. I need something to do with all this energy. Got any suggestions?

Thank you so much for taking this time for me. I really, really appreciate it.

Warmly,

Mrs. Chili

 

I haven’t had any luck in getting positive responses to this email until today, when I got this:

Hello Chili,
Thank you for your email and for your passion for justice.  I think that I would like to meet with you face to face to talk and see what we could possibly do together.
Is it possible for you to meet sometime next week in *one of our bigger cities*?  I will be free Thursday and Friday afternoons.
Or suggest another time/place.
 
Best wishes,
Sarah Jane

I’ve written back to let her know that I’m available at her convenience.  I’m really excited to see where this goes.

 

p.s. I’m still working on putting together the post about my experience at Dr. Wong’s school (here’s a spoiler; once I left, I never heard from them again…).

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Quick Hit: Thank You, Sir; May I Have Another?

Ugh.  I should be used to this by now, but I’m just not. Every one of these feels like a sock in the gut.

Thank you for your interest in Local U. I’ve placed your CV in our files. Unfortunately, we did not have as many adjunct sections available for the Fall. I will keep your information on file, in case there are any changes.

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Quick Hit: I Got a Hit!

Ohmygodohmygodohmygod!

I got a response to an application, You Guys!

I’ve got an appointment for an initial interview at a high school on the 28th!!

As of right now, I’m feeling the strangest combination of exhilaration, reticence, and naked panic.  I want, so badly, to be excited about this possibility, but I’m afraid to let myself go too crazy because I know what the odds are like of my actually getting this position.  I’m also worried about the interview; I’ve only had one (for a job I didn’t get) and when I asked the department head for feedback about that interview, I never heard back.  I have no idea if I did or said something that put them off, and I’m terrified of doing it again.

It’s going to be a LONG two weeks.

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Improving My Argument

*A continuation of the Counting My Chickens series*

I’m soliciting advice on how to present a particular argument.  Your input would be most appreciated.

improve your argumentimage credit

I am prepping to give a writing workshop at CPS on Friday, and I was going through the folder of information Dr. Wong gave me a few weeks ago when I first visited the school.  In it are fliers about the grading system, the dress code, tuition, things like that.  Included in the packet is the school’s handbook, and in that handbook is a whole section about “Respectful Language.”

Oh, boy; here we go….

I’ve written about how I feel about “colorful language” a number of times (notably here. There are other posts, too, I’m sure, but I don’t have the patience to look them up right now).  I feel – and have always felt – as though it’s my job as a teacher to give kids a strong command of their language – ALL of their language – and to teach them when it’s appropriate to use which rhetorical strategies.  Sometimes, and particularly when we’re engaging in creative endeavors, a particular of class of words is required to get across the true tenor of one’s meaning.  Those words exist for a reason, and part of my job is to make sure my students understand both when they need to employ them and when the rhetorical situation allows for it.

Like a fucking lady

image credit

The upshot of the section in the handbook is that if you have a strong enough vocabulary, you don’t need to utter imprecations.  I’m sorry, but I just don’t buy that, and I’m trying to figure out a way to present that case in a way that is clear, logical, and defensible.  If I’m going to be asked to join this staff, I cannot have a limitation placed on what I can and cannot accept from students in terms of their own self-expression (and, not for nothing, “blasphemy” is listed as a no-no, as well.  Insert derisive snort here).
I have success with my students because I work hard to build an environment where they know they’re safe to explore what they really think and feel, not just what they think they’re expected to think and feel.  I work hard to create a truly judgment-neutral zone in the classroom so that kids can dismiss their inner critics and stroll out on limbs of thinking they’re not certain will support their weight.  I want them to dig under their proverbial beds, to open their proverbial closet doors, and to peek at their proverbial boogeymen, and to trust that I’m going to be there to help them find a way to get those ideas out of their heads in satisfying ways;  the only way I can do that is if I let them know that – at least in this class – they’re free to express themselves as authentically and as openly as they’re able to.  Sometimes (often, in fact), that expression is raw and painful and ugly, and that HAS TO BE OKAY.  Sometimes, the only way into a really great idea or a profound self-discovery is through the fucking wars, and that HAS TO BE OKAY.

If I’m going to be asked to teach anything beyond the basics of grammar and business writing etiquette (I can NEVER spell that word right the first time!), I’m going to require that there be nothing off limits for my students to write or say within the walls of our classroom.  I will make certain that they have a very clear and firm understanding of social contracts, and I will continue to reinforce the concept of rhetorical situations and the importance of tailoring one’s message to one’s audience, but I can’t function if I’m to treat an entire mode of expression as taboo.

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Thought For Thursday: Counting Chickens

So, I don’t remember how much, if anything, I’ve told you all here beyond this entry, so if I’m repeating myself, I apologize.

I had another visit to Dr. Wong’s private school (let’s call the place Classical Private School, or CPS for short) last Wednesday.  I arrived in time to meet the social studies teacher and sit in on the opening rituals (the Pledge of Allegiance, the recitation of their school’s creed (which ends in “so help me, God”), and a moment of silence/prayer), and then participated in the first class of the day, which was a lecture in a Western Civilizations class (they’d just covered the Black Plague and were heading into the Italian Renaissance).  I didn’t ask specifically, but I think that all the students in the school (there are currently 17) were attending the class, and all of them were engaged, even the moderate-to-severe ADD student in the front row.

After the class, I had a chance to talk to a student to learn about what her typical day is like, then Dr. Wong took me into the lobby to meet and chat with Dean Michaels, who’s in charge of professional development at the school.  We had a long and really engaging discussion, the three of us, and we covered a lot of ground in terms of what the ladies think the school is lacking (and what my skills can remedy), what the vision and objective of the school is, and how important it is for them to not just be teachers, but to be models for balanced citizenship.

It was right about this time that Dr. Wong looked at me with a bit of concern in her expression and said, “I sense some hesitation from you, Chili.  Is there anything wrong?”

Well, no; not WRONG, exactly, but she wasn’t mistaking some trepidation on my part.

I decided to ease into it with my logistical concerns.  Were I to come on board, I’d be the only staff living farther than about 15 or 20 minutes away (it’s a good 50-55 minutes from Chez Chili to CPS on a dry day with the wind at my back).  Despite our being in the same state, we inhabit very different climate zones, and while they may only get a dusting of snow in the city, I might be buried under 7 inches and not be able to get to work, and we’d need to have a contingency plan for the once or twice a year that’s likely to happen.  I also wanted to be clear that I’d need to have my workday shifted toward the morning (school runs from 8:50 to 5:30).  I can be the first person in the building at 7:30 if they want me there, but I’d like to leave no later than 2:30 every day.  Neither of these things seemed to be an issue for Dr. Wong, so I moved on to what was really worrying me.

You see, I’m a liberal.  There, I said it.  I know; shocking, right?  Well, the entire construct of CPS is very, very conservative, and I knew, going in, that I was going to have to “come out” to Dr. Wong in a way that made clear my values and priorities, and that sooner was much better than later.

I chose to bring my sticker-covered water bottle with me that day instead of opting for the unadorned black one because I felt that leaving my “regular” bottle at home was somehow hiding something.

I told the ladies that, were I to come to work for the school, I would literally be the only religiously unaffiliated (I believe I used the term “enthusiastically unaffiliated”) member of the community.

The issue of abortion came up when Dr. Wong told us that she was still getting her deceased mother’s mail, and that a solicitation for donations to Planned Parenthood came to the house the other day.  Dr. Wong admitted that she used to be pro-choice, but changed her mind after converting to Catholicism.  Dean Michaels said she grew up Catholic (and anti-abortion), and it wasn’t until she became pregnant herself that she realized what an awesome responsibility a child was and changed her position to become pro-choice.  I told the ladies that I steadfastly believe that every human being needs to have full sovereignty over their bodies, and that anything that infringes on that turns them into a slave.

I let the ladies know that being an LGBTQ ally is an integral part of my identity.

I was pretty sure that that was going to be that, but they surprised me.  By the end of the conversation, both women seemed even more excited about the possibility of my coming on board.  Dr. Wong acknowledged that there would likely be parental drama, but that she was fully capable of handling it (she told me a story about an encounter she had recently with an evangelical mother who objected to the fact that Dr. Wong was talking to students about creation stories, and a student went home to report that Dr. Wong said that Adam and Eve is a “made up story” and, well, hilarity ensued). Both women were enthusiastic about the idea that I would bring a new perspective to the party; Dean Michaels said “if we’re going to walk our walk – really walk our walk – we need to be open to a diversity of voices.”

Well, then, I’m your girl!

For the rest of the afternoon, I was introduced as “Mrs. Chili… she’s a liberal” to staff and students, which was a little weird but reinforced the idea that Dr. Wong was willing to accept – and kind of embrace – the fact of my philosophical position.  I have been invited back next Friday to lead the school in a writing workshop; they want to see me in front of a classroom and introduce me to the students.

As I left the school, Dr. Wong surprised me by giving me a hug to say goodbye (she didn’t strike me as a hugger).  It was a lovely gesture that made me feel I didn’t blow a hole in my candidacy by coming out as a lefty liberal.

I’m pretty sure I’ll have a job there next year if I want it.

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