Graduate Texts

Here's what I'm thinking of teaching for my first graduate seminar, "Rhetoric, Writing, & Teaching." It is designed for newbies to rhetoric, especially teachers who need continuing education credits or who are in our Teaching Secondary English master's program. However, TAs, creative writers, and literary students will no doubt also find something of interest.

"The Written Word is a Lie"

Tom Snyder's interview with John Lydon has to be one of the most sublime moments in all of television. The only was to save rock 'n roll was to kill it.



Snyder's insistence that Lydon defines himself and PIL simply demonstrates his inability to grasp what punk was all about and that Lydon and Levine intuited the postmodern condition. "There should be no difference between who's onstage and who's in the audience" (4:40).

This is an aesthetics consonant with much of deleuze's thinking. PIL, in Lydon's description is pure difference.



Snyder's query about "What do you like?" could easily be "what are you for?" as opposed to what are you against; be positive Snyder demands, but Lydon doesn't give up. He only against, only a rebel without a cause and endlessly at that. With so many having gotten the Sex Pistols wrong, there is more to the end of rock 'n roll. and PIL's endeavor is to expose that pure difference by melding with it. It is anti-stardom and Lydon is a consummate writer of anti-stardom.

Lydon's writing, of course, is preceded by Artaud and followed by Cobain. And Sirc has traced out how Cobain's writing is important as a heuristic. We might go so far as to follow Cobain back to Artaud through Lydon and apply the same description to them as Sirc does to Cobain: Orpheus, all of them, gazing from below and exposing the world of the dead.

Anger is an energy
May the road rise with you
Anger is an energy
May the road rise with you

Subdivision/ Line of Flight/ In-be-tween

Dissonance at the water park -- I am becoming-tween, repeating naive sexuality and desire balong the waves of music coming over the loudspeakers

Be cool or be cast out
Any escape might help to smooth
The unattractive truth
But the suburbs have no charms to soothe
The restless dreams of youth


An adult transported here, only even that was not it, but a repetition, different from 1982. Both it and me have traveled along different lines even though we are conjoined twins within Rush's music.

Subdivisions, conformity, escape; segmentations, molar bodies, lines of flight. There is desire and delirium at the water park. Seeing and desiring flesh like at a carnival, which is always also seeing and desiring a different flesh for the self. A desiring drawn from a delusion of one's own self-image, that seizure necessary from which we draw our name.

Drawn like moths we drift into the city
The timeless old attraction
Cruising for the action
Lit up like a firefly
Just to feel the living night

Nothing is quite so tween to me than Rush. Not the standard pop/ country of my youth, nor the alternative music of my teens, but the "intelligent," vaguely escapist rock of Neil Peart. A cumming-to-social-consciousness be-tween two segments in life. But this in-be-tween hasn't passed. The spirit hasn't marched on or how would the song evoke that affect, virtually replicate the feelings from over twenty years ago? It is this in-be-tween-ness that has defined this moment and already foretold of its coming. How else do you explain my family, my career, my location in a small town in Iowa where everyone prides themselves on keeping this town "safe"?

Somewhere out of a memory
Of lighted streets on quiet nights...

Undergraduate Composition Theory

I finally get to teach the course for which I was ostensibly hired: Theory and Practice of Writing. This is a required course in the Professional Writing Program but serves other students in the Major and in the Graduate Programs. I have already been tinkering with the syllabus based upon my interactions with students and faculty. As the course description indicates, it has largely been a survey through the accepted modes of composition. I want to change that. I want students to get less coherence in each major approach and more of the push and pull that often generates the interesting debates in composition.

So, I have a couple histories (Nystrand, Greene, Weimelt; Reynolds, Bizzell, Herzberg), Berlin's taxonomy, and outlines of composition's purpose (Emig, Bruffee, Ackerman, Dobrin) as opening moves and the rest mostly complicates the accepted storylines. Of course the real trick in all this is to get them to understand the reception of poststructuralism in composition -- certainly "Winds of Change" is key, but I'm wondering how much original material is needed. Do I assign "Signature Event Context"? Plus I need a full-length text and despite my own education, not to mention partiality to the text, I cannot in all good conscience assign Fragments of Rationality.

So, I'm looking for good texts that can speak to where composition is post-millenium. I'm toying with the idea of Sanchez's Function of Theory, but I'm wondering if that might be too much for undergraduates. For whatever graduate enrolls, it has a lot to offer, especially if they are thinking of becoming a TA in our program. Related to this though, from what I can find, is the overall lack of undergraduate composition theory courses. I have consulted several comp theory courses from all around, but most of them are directed toward graduate students in a comp-rhet program. I need to make this accessible to undergads as well.

Added Postscript: There are articles about developing coursework at the undergraduate level, however, and they are helpful. But, maybe part of what I am running up against are some audience constraints. Many comp theory courses I have reviewed look similar to our teaching methods course "The Teaching of Writing". This is required for teaching majors and deals specifically in the pedagogical application of theory/ies in K-12 curricula. Also, several prof writing programs seem to farm out the concentration of theory to Communications Studies courses, like here. While we are looking to do much of the same thing in regards to Electronic Media, we still have our theory course as its own requirement.

Stochastic Quantitative Reasoning

Still on the political thought-train... but I'm thinking of using this article in my writing classes. Holland does a good job of working not just with evidence, but also with the vagaries of probability. Since so many of my students want to just put up some percentages or polling data in support of their argument, I'm thinking this might 1) show them how it's done and 2) open up a space for talking about why Holland chooses to make clear the limits of his speculation.

Beyond that, he's probably right. The media was caught up in Obamamania. Women turned out in greater numbers than in 2004 (57 v. 54 percent) and coupled with a switch in Biden voters (I can attest that in my own caucus precinct, we nabbed over 50% of Biden voters largely on the theory that supporting a clear front-runner in our precinct, Obama, might help erode a third-place show so that Biden might make up ground elsewhere in the scramble for that #3 spot. Risky and ultimately it lost, but that was what the Biden precinct captain advised, so I let him go with it.

Into the Wild

OK, disclaimer: I haven't yet seen the movie. I have two kids, the Halloween season is here which means parties and costume making and, of course, the beginning of baking season (are you listening, K8?). However, I have read the book and want to assign that in my Expository & Report Writing class next semester. Like his other book, Into Thin Air (see original excerpt here), Krakauer does a good job of reporting on an event he finds illuminating about the human condition, its frailty, and, therefore, preciousness. In that regard, it also makes an argument out of the "facts" he gathers; in this case, that local Alaskans were too quick to judge the actions of a young man on his own personal and inward search.

My concern is, though, that the movie's appeal will distract from the book (at least until it comes out on DVD and I can show it in class with references to its visual rhetoric). Fortunately or unfortunately, this genre gets taken up pretty quickly into Hollywood (e.g., Sebastian Junger's The Perfect Storm and Warner Brothers' adaptation about the 1991 event). Hmmm. maybe that's a better assignment... I dunno. Anyway, I'm just wondering about these migrations of texts across genres. It seems really interesting to get students to think about and compare how each does what it does, why it does it, and to what ends or limitations. What I don't like, however, is the hype surrounding these multi-million dollar movies and/or the cynicism that lends itself to something that is "just a movie" and therefore not worthy of spurring action (see Rickert 2007 for more on this, which, BTW was what MBD used to grill me during my defense.. thanks, Mike!).

Observations

While my posts have slagged off a bit, I'm still here. I just have to deal with my performance evaluation -- a lengthy document that assembles my 2.5 months of experience at UNI into a narrative of progress toward tenure. There are three broad areas: Teaching, Research, and Service.

While I am assigned to 2 departmental committees, they have yet to meet. However, I am conducting a "listening tour" in regards to perceptions of writing on campus. So far, I have met with the Director of Writing Programs, colleagues in the department, the department chair, the Director of the Writing Center, and - tomorrow - the Dean of the College. Not bad for service, eh?

Research is similarly hefty: a book review due out in JAC, an abstract for a chapter in Writing the Earth: Rhetorics and Literacies of Sustainability, and acceptance to next spring's 4Cs.

Teaching is always the tricky bit, isn't it? Not that I have nothing to show for my teaching. I think I have plenty, but the question is, will my observers see it? And, to be clear, there are worse alternatives than the observations required here. I *do* get to write my own narrative that clues my observer's in to my pedagogical philosophy and, hopefully, things they should look for. Plus, after this year's assessment, the observations are also seen alongside those dreaded student assessments administered via bubble sheets at the end of the semester. I can also take liberties to create my own assessment tools to supplement (or offset) these other tools (especially the bubble sheets which, given my high general education load, hold potential to be especially damaging). Starting with year two, then, there is a greater emphasis on holistic measures. So, I'm not griping. I am, however, being self-reflexive.

For me, teaching is a lot about knowing when to step out of the way. It also isn't something confined to the classroom. But here I am arranging for the required observations and I have qualms about the very notion of teaching upon which it is predicated -- largely a lecture-based "performance" whose first act begins at the top of the hour and comes to a curtain call fifty-minutes later. How do we generate an awareness -- with our students, colleagues, administrators, and even in the wider public -- that good teaching often takes place behind the scenes, so to speak? What, exactly, indicates "good teaching"? Does it always appear within the confines of the classroom? For that matter, where is "the classroom" located?

First Week

So, I'm done with my first week as Assistant Professor. Can't say it wasn't anything terribly new. But it was kind of alienating in a weird way. Not because the folks here aren't nice -- they are. But the first week is a transition.

The first department meeting isn't until next week and the small day to day stuff just isn't in place yet. Other faculty stop by intermittently with a tentative look and questions of "Are you settled in yet?" or comments about how busy and hectic the first week usually is (it's not for me, really, until I get papers). There's a tension between folks wanting to welcome you but not be taking up too much of your time, either. On top of this, students don't know me yet and are not likely to stop by and talk about the issue I raised regarding portfolio keeping. Even the grad students I have aren't lining up for my office hours or stopping by to discuss their thesis project.

And why would it be any different? I am sure these things will happen in time. I am getting to know and talk a more with students in the major. I even chatted with a grad student of mine in the Department office today. Still, the experience of it can be odd. I am here but not of here, if that makes sense. I must let my roots grow down.

My Birthday with Barack

Yes, I had a BBQ dinner with Senator Obama. I have to admit it ranks up there with meeting Sting as far as brushes with fame go... or at least admittedly with men far better looking than I. Now, that it was my birthday was even cooler but I assume you don't really want to know all that. You want to know: What did you think? Will you vote for him? Was he "real"? Maybe even, why should I vote for him so early in the race to '08? I can't honestly say this guy has some magic quality that demands anyone should support him beyond the policies he has already outlined. But, I can tell you what I know. But first, a funny story...

A Funny Story
When Obama arrived in his RV, he had to wait for the media to set up.

From inside, we could see them file past the front windows lugging their boom mics, cameras, etc. After they did, the Senator came out and began greeting relatives of the hosts who had assembled on the front lawn. Then, we saw the media folks file the other way past the windows and rather hurriedly. From out the side window, then, we could see Barack at the neighbor's porch -- suddenly filled with about ten people wielding their own personal cameras and craning their necks. Definitely a political move, but what else ya gonna do?

Character
First, he's cool, but in that politician way. He's no dummy. He knows the tricks of persuasion as any politician does. He's very gracious when he meets you and takes time to say your name, to get it right and to make you feel included. He makes eye contact. He's also casual and yet careful in his speech and movement. As I said, he's a politician. He's "on" at venues like this and unavoidably so.

But what he takes time for and what he does in the interactions spoke a lot, too. As we were running overlong in our group conversation, he made a concerted effort to politely remind us that he wanted to get everyone's question in. At that moment, he knew there were still three people who had not asked their question and -- here's the important point -- he knew which three people out of the ten of us.

Third, he really thinks about what he says when he talks. He does not spout platitudes or talking points. His speech is less polished and he doesn't hesitate to stutter a little, backtrack, or clarify. In this forum, at least, he seemed to genuinely respond to questions he said he had not heard before that moment. Jess, who saw him speak last Wednesday, said she had the same impression.

But I think what I have written here could be said of most politicians, at least the good ones, no matter which side of the aisle they claim to sit. So, why Barack? Why not Edwards? Why not Clinton? Hell, why not go for Kucinich at this point just in the hope that it moves the Dems more"left"? Responses to the first two candidates should be obvious -- Edwards is a hypocrite (even if a well-intentioned one) and Clinton is just too polarizing. The difference between Kucinich and Obama, though is a tough one.


Economy
Where Obama is inexperienced, Kucinich is at least a veteran of political office. Yes, Kucinich is the strongest supporter of unions on nay ticket, he's vegan, he's a member of the Green party in all but name. But Naomi Klein's recent talk "Lost Worlds" and her book, The Shock Doctrine, has been weighing heavily on my mind. I think her analysis is sharp, her view of history insightful, and she's one of the sharpest thinkers we've got. But, if unfettered capitalism is bad for recovering communist countries, why should we think we can shock our own economy out of its excesses? If we withdrew from NAFTA and GATT as Kucinich has declared he would, what would happen? What void would be left and what would move into it?

Obama, on the other hand, recognizes the wide berth needed to steer the ship of the U.S. state. He may be inexperienced compared to some, but he's got a clear picture of just how much can be accomplished without precipitating disaster. Obama's health care reform works similarly -- we can't go to single-payer without untold consequences from large players like Blue Cross/ Blue Shield. He admitted that were he design a health care system from scratch, single-payer would be it. But we have to work with what we have.

Education
As far as education goes, I have both the most respect for his plan and the most questions. He talked a lot about including actual teachers in formulating education policy -- something other Dems are only just now starting to do. I also like his stance on limited standardized testing, whole child education, and pairing experienced teachers with newer ones as a form of merit for the experienced ones AND as a professional development opportunity for the newer. But this is where my question comes in -- he characterized this pairing and professional development model as a form of "assessment" instead of how NCLB does it. But I was confused over what was being assessed -- the teacher, the student, or the school. And how does an assessment of one bear on an assessment of another? Moreover, when I pressed him on the question of who does the assessment, he said he was in favor of a nation-wide consensus agreed upon "by experts." This puzzles me, too. Who determines an "expert?" Moreover, I tried to steer him toward some response regarding the diversity of the U.S. population and honoring different cultural norms. Sadly, his consensus response doesn't seem compatible with this.

That criticism aside, he is capable of seeing these points. He commented on how disillusioned teachers are under NCLB and on how the students who fail do so largely because they do not "fit" anywhere in the current was we school our children. Yet, his response seems to be simply that we educate poor and disadvantaged earlier and earlier like their white, middle-class counterparts. In effect, it's a 0-12 public education system. I would agree with him on the problem, but not the solution. The ways we assess child, teacher, and school have to accept difference -- racial, cultural, economic, regional, etc.

Fin
Explanations like the ten of us got are hard to come by on national news. So, it will be up to his team to see how he gets the message out. Certainly, he has the money. I think he's got the talent and the drive. He's better than what we have now, but what isn't? But I think I learned something today about this whole crazy election stuff -- it really is just a big job interview. That's all. Who do you really want to do this job? Does experience matter over principles? Does crude pragmatism translate to success? Or does the past record at many different levels transfer to the one being sought out by a candidate? If you have really looked at all the available candidates and you have a favorite, vote for that person. No. Matter. What. Anyone. Else. Says.

5 Things I've Learned

Some things I've learned about Iowa and/ or Cedar Falls:

1) For many folks, faith/ religion is a very public part of their lives (coming from someone who moved from "secular" Madison, WI)
2) While the climate is the same as Madison, it is noticeably susceptible to hot prairie winds
3) RAGBRAI is a big deal.
4) Having only 3 public universities makes for strong allegiances.
5) Both public education and public radio are strongly supported.