Final Project

Preface: Okay, so Jeff and I were talking about Blogs and their possible usefulness in our classes. Because of this conversation, I decided that I would attempt to implement the use of Blogs with my students since we are getting a fancy/schmancy new computer lab at school. I decided that this "lesson" or system fits in with much of our discussion on the natural form of language with and without standard conventions and the use of both to help students succeed.

Some of the difficulties with this idea might be with the have and have not situation. Not everyone will have a cell phone or computer. The cell phone thing could be addressed, in my case, with simply letting my students use my phone to input the text poem. The computer situation might be alleviated with the use of school or library computers if students do not have one at home.

At any rate, the use of cyberspace, as Amylia pointed out, allows us the advantage of communicating freely. Our job would be to remind the students to be mindful of how language works.

Materials: Cell phones, computers, classic and contemporary literature texts, and Hip Hop and Spoken Word performances and lyrics.

This particular setup can be considered a LESSON in name, but it establishes a SYSTEM that can be continually revisited in my classroom, especially with the fortunate establishment of a full blown computer lab in my beloved school!

We speak often about freedom to think and freedom to write and freedom of expression for our students in our classrooms. So, why not simply take that freedom and harness it to technology.

The 160 character poem that inspired imaginative twisting of writing conventions combined with the need to come up with concise and astute observations is an exemplary exercise in discovering and owning the language of the 21st century…who doesn’t have a cell phone?

Lesson Number One: We are going to take on the classic and sometimes seemingly overused “Who I Am”-“Where I’m From” poem and add a twist: Text Me With the Piece, and possibly “find peace within that piece.” (I have unlimited texting, Verizon Family Plan, and I intend to use it.) Poetry and lyrics and Hip Hop and Spoken Word are Powerful and Cathartic and can become quite a natural outlet for self-expression. Within the limitation of this medium, the students must produce an original and ultimately creative work.

Through this lesson we address home language, school language, work language, and the evolution of language from written to typed and everything in between. This leads into discussions of Language as Power where we can discuss the old and overused and somewhat intimidating texts as Romeo and Juliet, Julius Caesar, To Kill a Mockingbird, and Great Expectations where we discover that each of these texts illustrate how language puts us in our place or determines where we land in that societal hopscotch game. We look at the conventions and how we can use them or circumvent them in order to advance ourselves in a society where form and convention and conformity to a particular set of rules is imposed upon us and expected by all.

Additionally, we would look at various cultural Creation Stories from around the world inculding Judeo Christian, Native American(North, Cenrtal, and South American), African and African American, Asian, Southeast Asian,etc. We would look at how some creation is determined "by the word", or how things are determined by language and its power. Furthermore, the discussions will lead to more inquiry about language and the concern by many that the loss of traditional language leads to loss of culture. This is powerful stuff and leads right into the idea of language and writing as a vehicle for discovery and expression of self.

Lesson (or System) Two
Web Logs, or BLOGS!

This is a space where we are free to express ourselves to those we know and those we want to see our thoughts and ideas.

We will set up Blogs through one of a variety of services and run with it. The beauty of the blog is that it allows for personalizing a blog page with those things that inspire us i.e., images, videos, text, etc. We are allowed to be unchecked and uncensored and to be free to experiment with that same language that can empower us as much as enslave us. How do we use it? We take advantage and strengthen our knowledge of conventions as well as test the waters of our creativity.

The blog system allows for feedback from peers as well as the instructor in a trusting and supportive environment.

I plan on using the computer lab where we can research other spoken word and poetry performances, likely download the links, and respond to them as well as emulate them: Imitation is the highest form of flattery and a great way to experiment with technique and voice while creating original work.

Furthermore, I want to have the students listen to and respond to a number of awe-inspiring artist, and not so awe-inspiring. We will listen for pleasure, message, theme, motif, influence, criticism, etc., and then respond immediately to this. The Anonymity of writing on the computer in cyberspace will help to produce a natural and honest response without restrictions on language and form (don’t get me wrong, my students will know conventions and rules). This situation takes the form of a basic reading/response exercise I use with a variety of reading materials. The students will simply read, listen, or watch the chosen medium and then respond personally in writing. This can either be done before or after the discussion of the piece. In either case, the material holds its own influence on the student and allows of personal interpretation and connection. I expect the logs to be lively, frequently visited, and personal.

One element of this exercise is for students to be able to contribute to the material presentend in class. They will enhance my curriculum with their suggestions for artists and performers. This approach leads naturally to the element of student empowerment and voice.

Note: this setup is inspired by a combination of literature and discussions in my C & I Class focusing on the language and from the Hip Hop Spoken Word Teacher Institute where we looked at language as liberation and expression.

One Final Thought...Really

Okay People,
One request. Can we keep this thing going throughout the school year? For the last few years I have been wanting to stay in contact... but you know the deal. So, if we simply visit the site once in a blue moon, things would be so cool. I hereby pledge to attempt to possibly visit this site at least, withing reason and in consideration of my extremely busy schedule, once a week. This could be a great support system when we don't want to burden or involve our colleagues. Is that okay?
Cool Beans.

Final Thoughts for You All

I will miss the discussions and commentary inspired by our fearless leader and instructor along with his great choice of articles (this is not an attempt at brown nosing, simply the truth as I see it). I want to thank you all for a revitalizing time. I look forward to this class each year. It seems that when I most need some affirmations or new ideas or perspective, I get it from you folks. Each of you, like all people in my life, leaves an indelible impression upon me whom I look to for change of perspective or bits of wisdom (I could name names, but then I'd simply be listing all of you). I will especially miss the joking and laughter in spite of the sometimes serious nature of our discussions. Teaching is serious business, but we have to learn to laugh at that same seriousness. I will take this year's lessons and new impressions and attempt to apply them to my life and teaching (notice that I make a distinction between teaching and life).

*I hope the following comments aren't piled on too thick(ly). I'm just feeling all good and grateful and such.*

Alex, thanks for your deep thoughts and questions. As unrealistic as they may seem at the time, I can see where you are coming from and appreciate your approach. You challenged me to keep a purity of vision and reminded me to keep in mind why I teach. Your heart and determination will only touch and help your students in the best possible way.

Amy, I always enjoy your edge. You keep me thinking in different ways and continually challenging my own world view.

Amylia, your doubts and insecurities about teaching remind me that we all need to work and continue to work without resting on our experience or laurels. It reminds me of myself in that doubts and insecurities are natural and necessary: we can't become complacent and should be continually doubting ourselves in order to stay sharp. Teaching takes practice and lots of patience...and lots of good lessons borrowed from our colleagues.

Joyce, your quiet wisdom is invaluable. I can't help but think that I'd like to turn out like you as the steady rock that is the department chair.

Jeff, "fight the power". Your innovation and conviction, though hard to combine with your position in little MCF, will be fun to look out for. Dude, you really got into the articles from such an academic point of view...impressive and inspiring.

Josh, your quiet and reserved observations were something to look forward to. I always knew that when you said something it was going to be worth listening to since you didn't waste a lot of you words or thoughts. Thanks.

Janet, I hope you feel better. I love your convictions and how you speak of your students as if they are your actual children. How can you not reach and help your students with the amount of love and respect you give to your students. You lessen my occasional cynicism.

Scott, thanks for the course including the structure, materials, and setting! Best of luck to you.

Take Care and Keep in Touch.

Sincerely,
Your Friend and Colleague

Formless Ramblings, Free Associations, and Stream of Conscious Writings on A&P

Part I
First Impression: I get it! Please, you don’t need to extend this comparison beyond a direct reference to the idea that architecture limits the natural, or something like that. I get the impression that the author wants us to see that writing for specific form is not natural and opposes the fluid nature of communication and art; however, this impression is after reading through the first three pages of the blah blah blah of “arche text” speak. I have to agree with this to a certain extent.

I am all for conventions and rules and forms with writing, but I am also for challenging the fixed forms if it assists in use and development of creativity, innovation, original thinking, and challenging commentary and observation. I am currently attending a Hip Hop Spoken Word Teacher Institute here at the U, and I am seeing many parallels with how language and form is used as a way of expression as well as a way of separating and stratifying. Just as I have been able to see the value of Alexie’s Prose Poetry, or Capote’s Nonfiction Novel, or even E.E. Cummings insane poetry, I also see the value of Hip Hop and Spoken Word as a legitimate form of artistic expression and social commentary. We can’t read many novels, short stories, and “traditional” poetry without coming to some conclusion as to purpose, theme, social commentary, etc. I like this form of expression because it adds to our ability to place our voice into different forms for different venues. Because of these comparisons, I am beginning to think of some great things to use in my class to enhance student engagement and skills.

Part II
I am loving this article. The idea of challenging and changing current forms along with the changing times and environment appeals to the subversive nature in me. When someone tells me what to do and how to think, I want to push back and challenge and change that approach: I want to fight the system. However, common sense tells me that the “old school” or “…academic…continuum” will always be around and we have to navigate through this world with that in mind as we grow and change within ourselves. So, know both. Learn the conventions and how to communicate using those conventions, but also learn that we can experiment with our writing, because our technology, attitudes, influences, and population demand that we go with the flow.

I am impressed somewhat with the framework of the argument and the word choice of the author. Using Humanity in reference to writing and its content is very thought provoking. The use of the word itself connotes that we are simply making thoughtless followers and machines out of our students. The notation of separation of student and teacher also contribute to this impression. Why can’t teachers simply teach and facilitate. We have the experience and world view to assist our students in their endeavors to learn and understand our world. We must also recognize that through experience we learn. So, can we tell our students that they are not writers, and do we have to stress that they must either “…think like a student or thinking like a writer.” This is an awful sentiment and must be addressed. No wonder we have people bucking the system continually, because the nature of the academy is to beat people down and take away their individuality in order to simply regurgitate acquired knowledge, or so it seems. Alex mentioned that it wasn’t until his junior or senior year at the university that he was told to come up with something original. This is extreme, but I get his point. Why are we not taught, or encouraged to teach, original thinking all along the way? I have to say that my experiences in college and as a teacher are that of encouraged original thinking and innovation in looking at our world ( I didn’t get this in high school as a student). But if some people are experiencing this undue pressure to conform completely, then we need to look at it as a systemic entity. It seems many of us current educators are torn between following the standards and preparing our students for the real world and encouraging original form, voice, and thought. Why can’t we do both? This article is packed and causes lots of questions to be asked.

Part III
The email interactions, like cell phone texting has its place, and could be seen, to some degree, as a legitimate Form for writing. We fight this constantly with our students who transfer this form to academic writing. We then question whether good communication and insight is happening with this alternative form. We further wonder if valid and solid arguments are transpiring. I was reminded of the evolving nature of writing and text when I saw a wonderful poem written in “textise” by a student who was criticized later by his teacher for writing poorly. The content of the poem was powerful and astute. The poet included new words, slang, and creative spelling, not because he was making a point, but because texting only allows for 160 characters in which to convey his thoughts. He explained the nature of the language as well, describing the meaning of new spellings. For example, the use of the “PH” in phat instead of fat. Easily explained and therefore understood in the context. How can we take that away when words like “interface”, “database”, and “emailing” are used extensively because of our ever-changing vocabulary. I have seen new words introduced by Webster every year, and some are pretty ridiculous if you put too much thought into it. So, what do we do as teachers of writing? I say we acknowledge and learn the canonical forms as well as consider and accept the dynamic nature of language and writing.

This all sounds well and good, but it puts a heavy burden on our shoulders while we try to do the best we can for our students amidst the constantly changing expectations of our district, state, and nation.

I will have to reread this article and try to muddle through the ultra detail and the metaphor of the A&P parking lot.

Are we trying to challenge the long standing forms that look for the subtlety instead of the in-your-face-this-is –what-we-like-want-need mentality of the Las Vegas, Cell Phone, MTV, Computer Game, and Television generation? Even if something such as gaudy or formless or simply ugly and utilitarian architecture or writing offends my sensibilities, I still have to give it to the person for having the audacity and temerity to challenge the status quo…”Viva la Revolucion!” I am generally a realist and a conformist in certain situation with an attitude that sometimes I just don’t give a damn, and I buck the system. That is the beauty of my school. We get a lot of freedom as teachers, but if we overtly challenge the system, we might catch it. However, if we do it subtly, then cool things happen. We can do both: slightly influence the system with change in perception of good “academic” writing, and, HOPEFULLY, introduce new standards and acceptable forms of writing and thinking for others to conform to…At the risk of redundancy…BALANCE and DUALITY and PLURALITY and so on, and so on.

I had fun writing this blog. I am sure at some point I might appear to contradict myself, but to paraphrase Walt Whitman…I will not even try, but he acknowledged that we are full of contradiction and that it is part of being human, so I can embrace this and run with it.
Peace

Safe Houses

Well People, 

How do I address this one.  I like the concept that there is a distinction between academic and home life.  Regardless of your background, academic society is generally quite distinct from home culture.  This goes without saying.  The forms of arguments brought up remind me that we need to learn to play the game of academia.  We certainly can subvert some of the system by integrating our home culture into the writing and arguments that we put forth.  

Sometimes, I see too much emphasis on differences and too much encouragement of separation.  My college experience was interesting, because in retrospect I can see how I self-segregated to a certain degree.  This was not done to the extreme that I saw others do it, but I see where I did a little of it.  My comfort zone was typical: we tend to congregate with those who have similar backgrounds.  At Dartmouth there were more Native Americans that I knew than poor, so I had more Native associates than non-Native.  

From the standpoint of types of arguments and strategies for success at the university level, I appreciate the article.  I addressed some of the strategies and techniques with my PEOPLE students, and we even did a few cursory exercises that emphasized these types of argument strategies.  

As usual, I have been able to glean some helpful material from the article.

Power Shmower

I love this article! It raises all kinds of good points about established power in the classroom. As for my part, I keep the power with the position as teacher. As someone once put it, "you are the expert in your area, and you need to keep the control in order to teach. As another person once put it, " students need and appreciate discipline." Both of these statements can be easily challenged.

I was thinking from the standpoint of a parent and laughing out loud at the differences with which my wife and I approach parenting. She, more often than not, does the "White teacher" approach with the suggestions, while I take the "Black teacher" approach and simply state the directive. I like my approach since it leaves no room for doubt or interpretation. We get into little conflicts about this, and it makes for interesting dynamics at home. I approach my class in the same way. I don't give suggestions unless it is terms of approaching literature interpretation, strategies for studying, or content in writing; otherwise, I am that "benevolent dictator" that is direct, tough, "pushy", etc. Don't get me wrong, I am not always this way, and I do look at the class and give a variety of approaches as the time and situation allows. You can't always be simply black or white, there needs to be a grey/gray area in which to play.

I appreciated the commentary of the author and the examples he gave. What disturbs me at times, when considering this democratic classroom where authority and power are shared, is that idea that we might be hamstringing our students and sending them out into the world unprepared for the realities, the "Real World."

If we send a student out into the world unprepared, then we risk sending her out, "as a representative of her cultural group" (292). So, why do this to her and to an entire people. It is bad enough that we are categorized because of our race/ethnicity/color/economic status/etc.

Too many feathers get ruffled when we address the "poor me" and the "guilt" syndrome. Yes, we should respect our students and foster that respect. Yes, we should recognize their contributions to their education. We should do everything possible to ensure their success without going overboard with the "liberal bleeding heart" approach to education. Pragmatism and Compassion can be used in conjunction.

Prescriptive and Process oriented teaching of writing can be used equally effectively. Three words: BALANCE, BALANCE, BALANCE, okay, one word.

Beating Us Down...Exercise in Reflection and Change

The beauty of the blog is that I can play with the genre of the journal and infuse it with some academic elements of logic and support as I try to get my thoughts in order, and like Williams, mess around with and challenge convention, to a degree. In other words, I can ramble and skip from one subject to another without too much worry about criticism and poor grades for convoluted writing: stream of consciousness, baby!

Thus far it seems that we are being beaten down in order to make us more reflective and better teachers. I came to this interesting and depressing conclusion while reading the intro to William's article and reflecting on the Shaaughnessy article (the Bizzell article seems also to take a few jabs at teachers by indicating this element of focus on error and writer preparedness). I have to remind myself that these articles are geared toward academia and college teachers, but it doesn't lesson the impact. I also assume, hopefully accurately, that we are reflective teachers and adapt to our students rather than simply teach prescriptively. It seems to be common sense, and that in order to be effective, we must be critical. As if my own self-doubt and severe criticism of my teaching is not enough, I have to read these articles that seem to be bent on putting us in our place and taking this accountability thing quite far.

I am normally not a sensitive individual in that I can easily handle criticism and suggestion, however, when teachers are expected to conform to four different levels of growth and development in teaching, then we have something to worry about. I realize the intention behind Shaughnessy's article, because it is simply common sense among teachers to be reflective and to adapt strategies accordingly: teacher trial and error is a great way to achieve student success. If it works, keep on keeping on, and if it doesn't, then find another way!

I can see how Guarding the Tower works, since there are those who fail to realize the dynamic nature of language and the idea that language and usage rules change. William's reference to Zinsser's vehement and personal response to grammatical errors illustrates this. Speaking of Williams, I got a kick out of the "errors" in his article. I did notice them and wondered if they were intentional. This little approach made up for the ridiculous tables and the perception of "math English" where instead of content and solid organization and support, we are counting points for every little grammatical and mechanical detail put forth: "four points off for using 'I'".

I can see some sense in being critical of the current system of teaching language and writing and addressing "error" in written and spoken language since language often assists in producing and perpetuating elitism: Estella's reference to Pip's use of Jack instead of Knave along with Scout's chastisement of Calpurnia for speaking "like them" even though she knows better helps to solidify the idea of language and place. So, I can see good reason for addressing language and error in more than simply the black and white follow the standard type of approach.

We gotta love this debate between the idea of language of academia and home "dialect" as Bizzell calls it.  I figure that as long as you can tell the difference between the two and use either appropriately, then you will be alright.  I've been known to throw a few "ain'ts" around when away from skoo.  This doesn't take away the perception that language determines or reflects place in society.  How do we get around this?   Ebonics, Country, Hillbilly, Hick, Bass Ackwards, Snobbish, Stuck Up, etc:  these are words and phrases that are thrown around when referring to spoken languages.  Do we simply need to determine a purpose and recognize that different people speak differently according to background, and then try to teach the standard so that we all have a common way to communicate clearly without judgement?  

Where do we draw the line when it comes to priorities in writing?  Easy:  Discuss and know purpose when it comes to writing.  Consider audience.  Intent and audience seem to be the key elements.  Know the rules and when to apply them.  It never hurts to get along.  The fear is that we lose our identity with the loss of language and dialect:  this is true in many respects, however, we don't need to get into this colonialism discussion; that's a whole nother debate and topic.

The Williams article reminded me of an incident where I met a parent of a future student he summer before school started.  He know that his daughter would be in my TAG English class and quipped, " there are not split infinitives in our house!"  Talk about the focus on error debate and trying to determine priorities in how we approach writing and the rules of grammar and mechanics.  All I can say is that it is up to us "To Boldly Go" where now English teacher has ever gone....

It all comes down to B A L A N C E and P R I O R I T Y.  Don't get stuck only the rules of writing.  Look at content and form as an indicator of knowledge, intelligence, and potential.  We need to stay sane while reading papers.  Determine the focus of your critique and stick with it.  It is not always about punctuation and grammar, because a perfectly punctuated paper is nothing without substance.   Relax, and find ways to instruct effectively:  Trial and Error.

If we keep our eye on the prize and not let ourselves get too wrapped up in all of the philosophy behind teaching writing, we might get out sane and alive. 

Easier Said Than Done.