Experiments with Feedback and Grading in a First-Year Writing Course

It's been a while since I last wrote here about teaching, for a simple reason: I've been teaching the same course, First-Year Writing, for a couple of years now, and haven't really had much to say about it. (Literature grad students at UNH used to be able to get some lit courses to teach after a required year of teaching what we colloquially call 401, but various forces related to lower enrollments made my cohort the last to get any lit courses [when I taught Literary Analysis and then an American lit survey], and so for the past two years I've taught nothing but 401).

For the upcoming year, the university awarded me a Dissertation Year Fellowship, so I will not be teaching. Before all memory of the past few years leaves my mind, here are some reflections...

This academic year, bored to death with my own teaching, I decided to experiment with the course a bit, and those experiments worked out well generally, so perhaps they are worth sharing here.

Most of my experiments are stolen/adapted from other teachers. Last summer, I went back to the work of Peter Elbow, the single greatest influence on my teaching of writing. Elbow's books Everyone Can Write, Writing with Power, Writing without Teachers, and A Community of Writers were hugely influential on my teaching when I first encountered them as a young teacher, and I have returned to parts of each through the years to keep reminding myself of the basic principles of what I do.

While Elbow provides the foundation for what I aim for with writing courses, my recent experiments have primarily been inspired by the experiments of my friend Robin DeRosa, the writings of John Warner at Inside Higher Ed and Arthur Chiaravalli's piece "Teachers Going Gradeless", as well as by the examples of some of my friends at UNH who tried out similar things and generously shared their thoughts and materials.

The key changes in my teaching were the use of a "B Contract" and a portfolio system. These have worked so well that I plan to adapt them to as many courses that I teach in the future as I can.

Of Moral Panics, Education, Culture Wars, and Unanswerable Holes

via Wikimedia Commons

I demonstrate hope.
Or the hope for hope. Or just more unanswerable holes.
—Mary Biddinger, "Beatitudes"

(I keep writing and rewriting this post.)

I thought I knew what I felt about the academic controversy du jour (a letter sent by a University of Chicago dean to incoming students, telling them not to expect trigger warnings, that academia is not a safe space, that open discussion requires them to listen to speakers they disagree with, etc.) — but I kept writing and rewriting, conversing and re-conversing with friends, and every time I didn't know more than I knew before.

Overall, I don't think this controversy is about trigger warnings, safe spaces, etc. Overall, I think it is about power and access to power. But then, overall I think most controversies are about power and access to power.

Overall—

The questions around trigger warnings, safe spaces, and campus speakers are complicated, and specific situations must be paid attention to, because universal, general statements are too distorting to be useful.

(I keep writing and rewriting this post.)

Of Moral Panics, Education, Culture Wars, and Unanswerable Holes

via Wikimedia Commons

I demonstrate hope.
Or the hope for hope. Or just more unanswerable holes.
—Mary Biddinger, "Beatitudes"

(I keep writing and rewriting this post.)

I thought I knew what I felt about the academic controversy du jour (a letter sent by a University of Chicago dean to incoming students, telling them not to expect trigger warnings, that academia is not a safe space, that open discussion requires them to listen to speakers they disagree with, etc.) — but I kept writing and rewriting, conversing and re-conversing with friends, and every time I didn't know more than I knew before.

Overall, I don't think this controversy is about trigger warnings, safe spaces, etc. Overall, I think it is about power and access to power. But then, overall I think most controversies are about power and access to power.

Overall—

The questions around trigger warnings, safe spaces, and campus speakers are complicated, and specific situations must be paid attention to, because universal, general statements are too distorting to be useful.

(I keep writing and rewriting this post.)

Workshops of Empire by Eric Bennett

Eric Bennett has an MFA from Iowa, the MFA of MFAs. (He also has a Ph.D. in Lit from Harvard, so he is a man of fine and rare academic pedigree.) Bennett's recent book Workshops of Empire: Stegner, Engle, and American Creative Writing during the Cold War is largely about the Writers' Workshop at Iowa from roughly 1945 to the early 1980s or so. It melds, often explicitly, The Cultural Cold War with The Program Era, adding some archival research as well as Bennett's own feeling that the work of politically committed writers such as Dreiser, Dos Passos, and Steinbeck was marginalized and forgotten by the writing workshop hegemony in favor of individualistic, apolitical writing.

I don't share Bennett's apparent taste in fiction (he seems to consider Dreiser, Dos Passos, Steinbeck, Thomas Wolfe, etc. great writers; I don't), but I sympathize with his sense of some writing workshops' powerful, narrowing effect on American fiction and publishing for at least a few decades. He notes in his conclusion that the hegemonic effect of Iowa and other prominent programs seems to have declined over the last 15 years or so, that Iowa in recent years has certainly become more open to various types of writing, and that even when Iowa's influence was at an apex, there were always other sorts of programs and writers out there — John Barth at Johns Hopkins, Robert Coover at Brown, and Donald Barthelme at the University of Texas are three he mentions, but even that list shows how narrow in other ways the writing programs were for so long: three white hetero guys with significant access to the NY publishing world.

What Bennett most convincingly shows is how the discourse of creative writing within U.S. universities from the beginning of the Cold War through at least to the 1990s created a field of limited, narrow values not only for what constitutes "good writing", but also for what constitutes "a good writer". It's a tale of parallel, and sometimes converging, aesthetics, politics, and pedagogies. Plenty of individual writers and teachers rejected or rebelled against this discourse, but for a long time it did what hegemonies do: it constructed common sense. (That common sense was not only in the workshops — at least some of it made its way out through writing handbooks, and can be seen to this day in pretty much all of the popular handbooks on how to write, including Stephen King's On Writing.)

Some of the best material in Workshops of Empire is not its Cold War revelations (most of which are known from previous scholarship) but in its careful limning of the tight connections between particular, now often forgotten, ideas from before the Cold War era and what became acceptable as "good writing" later. The first chapter, on the "New Humanism", is revelatory, especially in how it draws a genealogy from Irving Babbitt to Norman Foerster to Paul Engle and Wallace Stegner. Bennett tells the story of New Humanism as it relates to New Criticism and subsequently not just the development of workshop aesthetics, but of university English departments in the second half of the 20th century generally, with New Humanism adding a concern for ethical propriety ("the question of the relation of the goodness of the writing to the goodness of the writer") to New Criticism's cold formalism:

Whereas the New Criticism insisted on the irreducible and indivisible integrity of the poem or story — every word counted — the New Humanism focused its attention on the irreducible and indivisible integrity of the humanistic subject. It did so not as a kind of progressive-educational indulgence but in deference to the wholeness of the human person and accompanied by a strict sense of good conduct. (29-30)

This mix was especially appealing to the post-WWII world of anti-Communist liberalism, a world scarred by the horrors of Nazism and Stalinism, and a United States newly poised to inflict its empire of moral righteousness across the world.

Activists of the Imagination: On English as a Department, Division, Discipline

Earlier this month, just back from a marvelous and productive MLA Convention in Austin, Texas, I started to write a post in response to an Inside Higher Ed article on "Selling the English Major", which discusses ways English departments are dealing with the national decline in enrollments in the major. I had ideas about the importance of senior faculty teaching intro courses (including First-Year Composition), the value of getting out of the department now and then, the pragmatic usefulness of making general education courses in the major more topical and appealing, etc.

After writing thousands of words, I realized none of my ideas, many of which are simply derived from things I've observed schools doing, would make much of a difference. There are deeper, systemic problems, problems of culture and history and administration, problems that simply can't be dealt with at the department level. Certainly, at the department level people can be experts at shooting themselves in the foot, but more commonly what I see are pretty good departments having their resources slashed and transferred to science and business departments, and then those pretty good departments are told to do better with less. (And often they do, which only increases the problem, because if they can do so well with half of what they had before, surely they could stand a few more cuts...) I got through thousands of words about all this and then just dissolved into despair.

Then I read a fascinating post from Roger Whitson: "English as a Division Rather than a Department". It's not really about the idea of increasing enrollment in English programs, though I think some of the suggestions would help with that, but rather with more fundamental questions of what, exactly, this whole discipline even is. Those are questions I find more exciting than dispiriting, so here are some thoughts on it all, offered with the proviso that these are quick reactions to Whitson's piece and likely have all sorts of holes in them...

On Teaching Writing

Jan Steen, School Class with a Sleeping Schoolmaster

A writer recently wrote a blog post about how he's quitting teaching writing. I'm not going to link to it because though it made me want to write this post of my own, I'm not planning either to praise or disparage the post or its author, whom I don't know and whose work I haven't read (though I've heard good things about it). Reading the post, I was simply struck by how different his experience is from my own experience, and I wondered why, and I began to think about what I value in teaching writing, and why I've been doing it in one form or another — mostly to students without much background or interest in writing — for almost twenty years.

I don't know where the quitting teacher works or the circumstances, other than that he was working as an adjunct professor, as I did for five years, and was teaching introductory level classes, as I continue to do now that I'm a PhD student. (And in some ways did back when I was a high school teacher, if we want to consider high school classes as introductory to college.) So, again, this is not about him, because I know nothing about his students' backgrounds, his institution's expectations or requirements, his training, etc. If he doesn't like teaching writing where he's currently employed, he shouldn't do it, for his own sake and for that of his students. It's certainly nothing you're going to get rich from, so really, you're doing no-one any good by staying in a job like that, and you may be doing harm (to yourself and others).

Most of the quitting teacher's complaints boil down to, "I don't like teaching unmotivated students." I think it's important to recognize, though, that there are lots of different levels of "unmotivated". Flat-out resistant and recalcitrant are the ultimate in unmotivated, and I also rarely find joy in working with such students, because I'm not very good at it. I've done it, but have not stayed with jobs where that felt like all there was. One year at a particular high school felt like facing nothing but 100 resistant and recalcitrant students every single day, and though the job paid quite well (and, for reasons I can't fathom, the administration wanted me to stay), I fled quickly. I was useless to most of those students and they were sending me toward a nervous breakdown.  I've seen people who work miracles with such students. I wasn't the right person for that job.

But then there are the students who, for whatever reason, just haven't bought in to what you're up to. It's not their thing. I don't blame them. Put me in a math or science class, and that's me. Heck, put me in a Medieval lit class and that's me. But again and again, talented teachers have welcomed me into their world, and because of those teachers, I've been able to find a way to care and to learn about things I didn't initially care about in the least. That's the sort of teacher I aspire to be, and, for all my fumbling, seem occasionally to have succeeded at being.

It's nice to teach courses where everybody arrives on Day 1 with passion for the subject. I've taught such classes a few times. It can be fun. It's certainly more immediately fulfilling than the more common sort of classes where the students are a bit less instrinsically motivated to be there. But I honestly don't care about those advanced/magical classes as much. Such students are going to be fine with or without me. At a teaching seminar I attended 15 years ago, the instructor described such students as the ones for whom it doesn't matter if you're a person or a stalk of asparagus, because they'll do well no matter what. I don't aspire to be a stalk of asparagus.

There's another problem, too, and that's the problem of pedagogy. Many colleges and universities are terrible at providing training for teachers. There's an unspoken assumption that teaching is something anybody with an advanced degree can do. This despite the fact that anybody who's spent more than a few days in a college or university knows there are plenty of people with advanced degrees, people who may be brilliant at all sorts of other things, who can't teach at all.

Teaching writing is a particular skill, especially when teaching unmotivated students. I'm lucky to have spent some undergrad time and now some PhD time at the University of New Hampshire, where the teaching of writing is taken really seriously because writing teachers at UNH have long been interested not only in writing, but in the art of its teaching. The ghosts of Donald Murray, Donald Graves, and Robert Connors still haunt our halls. I continue to draw on things I learned in a Teaching Writing course in my last semester of undergrad. In my early years of teaching, I read every pedagogy book I could get my hands on. I still pick them up now and then, because I'm still learning to teach.

Of Purpose, Audience, and Language Guides

There are lots of reasons that the University of New Hampshire, where I'm currently working toward a Ph.D. in Literature, should be in the news. It's a great school, with oodles of marvelous faculty and students doing all sorts of interesting things. Like any large institution, it's got its problems (I personally think the English Department is underappreciated by the Powers That Be, and that the university as a whole is not paying nearly enough attention to the wonderful programs that don't fall under that godawful acronym-of-the-moment STEM, but of course I'm biased...) Whatever the problems, though, I've been very happy at the university, and I'm proud to be associated with it.

But Donald Trump and Fox News or somebody discovered a guide to inclusive language gathering dust in a corner of the UNH website and decided that this was worth denouncing as loudly as possible, and from there it spread all over the world. The UNH administration, of course, quickly distanced themselves from the web page and then today it was taken down. I expect they're being honest when they say they didn't know about the page. Most people didn't know about the page. The website has long been rhizomatic, and for a while just finding the academic calendar was a challenge because it was hidden in a forest of other stuff.

I, however, did know about the page. In fact, I used it with my students and until today had a link to it on my Proofreading Guidelines sheet. It led to some interesting conversations with students, so I found it a valuable teaching tool. I thought some of the recommendations in the guidelines were excellent and some were badly worded and some just seemed silly to me, like something more appropriate to an Onion article. ("People of advanced age" supposedly being way better than any other term for our elders reads like a banal parody of political correctness. Also, never ever ever ever call me a "person of advanced age" when I become old. Indeed, I would like to be known as an old fart. If I manage to achieve elderliness — and it is, seriously, a great accomplishment, as my amazing, 93-year-old grandmother [who calls herself "an old lady"] would, I hope, agree — if I somehow achieve that, then I will insist on being known as an old fart. But if you would rather be called a person of advanced age rather than a senior or an elder or an old fart, then I will respect your wishes.)

Gratis & Libre, or, Who Pays for Your Bandwidth?

via Philip Taylor, Flickr

In talking with Robin DeRosa about open educational resources (OER), a lot of my skepticism was focused on (and continues to be focused on) the question of who pays for it. If I'm not just skeptical but also cynical about a lot of the techno-utopian rhetoric that seems to fuel both the OER advocates and, even more so, people who associate themselves with the idea of Digital Humanities, it may be because I've been paying attention to what the internet has done to writers over the last couple decades. It's not all bad, by any means — this blog is one of example of that, I continue to try to write mainly for online venues so that my work can be relatively easily and broadly accessed, and I put most of my syllabi online. I can do that because I have other income and don't rely on this sort of writing to pay the bills. Thus, in my personal calculations, accessibility is more important than revenue.

But that freedom to choose accessibility over getting paid, or over doing work other than writing that would pay me, is a gigantic luxury. I can only make such a calculation because I have other revenue (the stipend from the PhD program I'm in and money saved from selling my father's business, which, though it's not enough to let me stop working, pays a bit over half of my basic expenses), and so the cost of my writing for free here on this blog, rather than doing remunerative work, is absorbed by that other revenue.

Further, aside from blog posts and some academic material, I usually won't write for free. Both because there are, in fact, people who will pay me, and also because I don't want to de-value the work of writing. Letting people have your work for free means they begin to expect that such work ought to be free. And while yes, in a post-capitalist utopia, I'd love for all work to be free ... we are, alas, not living in a post-capitalist utopia (as you might've noticed). Bills must still be paid. Printers and managers and bosses and technicians all get paid. And therefore writers should be paid.

In our Q&A, Robin said, "For materials to be 'open,' they need to be both free as in no-cost (gratis) and free as in free to repurpose and share (libre)."

It's that "no cost" that seems to me dangerous — the idea that there is no cost. Of course there's a cost. There's the cost of labor, first of all, with somebody working, either for free or not (and if for free then how are they paying their bills?). But then there are all the other things: the cost of bandwidth and of technological infrastructure, for instance.

Somebody is paying, even if it's not you.

Q&A; on Open Educational Resources with Robin DeRosa

My friend and colleague (when I was adjuncting at Plymouth State University) Robin DeRosa has been spending a lot of time recently thinking about and working with "open educational resources" (OER), which Wikipedia (today) defines as "freely accessible, openly licensed documents and media that are useful for teaching, learning, and assessing as well as for research purposes." 

I've been following Robin's ideas about OER, and at a certain point realized I didn't really understand the conversation. Partly, this was because most of what I was reading was Twitter feeds and Twitter can be confusing, but as an outsider to the OER world, I also didn't know what sorts of assumptions advocates were working from. I was especially concerned when thinking about academic labor — all the talk of giving things away and making things free sounded to me like a wonderful idea that would in practice just devalue academic work and lead to further exploitation within the highly exploitative world of academia. At the same time, I'm strongly attracted to open resources of various sorts (I'm writing this on a blog, after all!), and so, thinking about it all, I felt befuddled.

The easiest way to get answers to my befuddlements and to allay (or stoke) my fears was, of course, to ask Robin some questions. So that's what I did. Originally, I intended this to be more of an interview, with me adding more questions after she answered a few, but her answers to my first set of questions were so comprehensive that I thought adding to it all would be a bit much. Better to get the conversation rolling, and let it play out in the comments section here and/or on Twitter, other websites, etc.

I can't say I'm not still a little befuddled. But Robin's replies to my queries did help clear up some of my primary fears and misconceptions.

And now, before we begin, an official bio:

Robin DeRosa is professor of English and chair of Interdisciplinary Studies at Plymouth State University, and she is also a consultant for the OER Ambassador Pilot at the University of New Hampshire.  Recently named as an editor of Hybrid Pedagogy (a digital journal of learning, teaching, and technology), in August 2015 she'll be be a Hybrid Pedagogy Fellow at the Digital Pedagogy Lab at the University of Wisconsin-Madison.  Her essay "Selling the Story: From Salem Village to Witch City" was published by the open uneducational resource The Revelator in 2011.

You can find out more about Robin at her website or follow her on Twitter: @actualham.

Today, Tuesday 9 June, at 8pm EST, Robin will be moderating a Twitter discussion about OER via the hashtag #profchat. [Update:] The chat is over, but you can read it via Storify here.

Matthew Cheney: In the idea of open educational resources, what does open mean?

Robin DeRosa: Generally, OER practitioners tend to use the Hewlett Foundation definition of “Open Educational Resources:

OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge.

Another way to think of “open” is to use the libre/gratis definitions of “free.”  For materials to be “open,” they need to be both free as in no-cost (gratis) and free as in free to repurpose and share (libre).  In addition, we generally think of open materials as allowing learners/teachers to do all of the 5 R’s with those materials: reuse, revise, remix, redistribute, and retain (these are David Wiley’s criteria; the fifth R was added more recently to contrast OER with “free” ebooks that disappear after a certain amount of time, or rental textbooks, etc.).  Key to all of this is the Creative Commons license, which is the general way that creators of OER make it easy to share materials.

The Perils of Citation

In my review of John Clute's collection Stay, I had some fun at Clute's expense with his passionate hatred of certain types of academic citation, and I pointed out that often the problem is not with the official citation format, which usually has some sort of logic (one specific, perhaps, to its discipline), but rather that the problem is in the failure to follow the guidelines and/or to adjust for clarity — I agreed that some of the citations used in Andrew Milner’s Locating Science Fiction are less than helpful or elegant, but the fault seemed to me to lie at least as much with Milner and Liverpool University Press as with the MLA or APA or University of Chicago Press or anybody else. Just because there are guidelines does not mean that people follow them.

I now have an example from an MLA publication itself, and it's pretty egregious, though I may only feel that way because it involves me.

The citation is in the book Approaches to Teaching Coetzee's Disgrace and Other Works edited by Laura Wright, Jane Poyner, and Elleke Boehmer, published by the MLA as part of their Approaches to Teaching World Literature series. It's a good series generally and it's a good book overall.

But in Patricia Merivale's essay "Who's Appropriating Whose Voice in Coetzee's Life & Times of Michael K", we see this passage on page 153:

Most Coetzee critics seem more committed to the "movements" [of the mind] than to the "form." Teachers of Coetzee should attempt to redress the balance, perhaps by following Michael Cheney's blogged example: "I realized that I was marking up my teaching copy of Michael K, as if I were marking up a poem ... lots of circled words, [and] 'cf.'s referring me to words and phrases in other parts of the book ... an overall tone-structure, a scaffold of utterance" (my emphasis).

The sentiment and some of the phrasing in that quotation seemed familiar to me, as did the writer's last name. Could there be a Michael Cheney out there writing about Coetzee? Sure. (I recently met Michael Chaney, a wonderful scholar at Dartmouth. We had fun trying to decide who's a doppelgänger of whom...) But I was suspicious. I looked at the Works Cited section of the book and found this:

Cheney, Michael. "Review of Life & Times of Michael K." J.M. Coetzee Watch #12. Matilda. Perry Middlemiss, 22 Oct 2008. Web. 21 Aug. 2009.

Apparently, there actually is a Michael Cheney out there writing about Coetzee. Good for him! But what is this J.M. Coetzee Watch? Sounds like something I'd be interested in. And Matilda? And Perry Middlemiss? Huh?

Canonicity and an American Literature Survey Course

This term, I taught an American literature survey for the first time since I was a high school teacher, and since the demands of a college curriculum and schedule are quite different from those of a high school curriculum and schedule, it was a very new course for me. Indeed, I've never even taken such a course, as I was successful at avoiding all general surveys when I was an undergrad.

As someone who dislikes the nationalism endemic to the academic discipline of literature, I had a difficult time figuring out exactly what sort of approach to take to this course — American Literature 1865-present — when it was assigned to me. I wanted the course to be useful for students as they work their way toward other courses, but I didn't want to promote and strengthen the assumptions that separate literatures by national borders and promote it through nationalistic ideologies.

I decided that the best approach I could take would be to highlight the forces of canonicity and nationalism, to put the question of "American literature" at the forefront of the course. This would help with another problem endemic to surveys: that there is far more material available than can be covered in 15 weeks. The question of what we should read would become the substance of the course.

Canon? Balls!

This past term, the course I taught was titled "Introduction to Literary Analysis". It's the one specific course that is required for all English majors, and it's also available as a general education credit for any other undergraduates. Its purpose is similar to that of any Introduction to Literature class, though at UNH it really has one primary purpose: help students strengthen their close reading skills with fiction, poetry, drama, and nonfiction. (We're required to include all four, though the nonfiction part can be smaller than the others.)

Next term, I'm teaching an American lit survey (1865-present) and have decided to focus it on the question of canonicity. So, for instance, we'll be using the appropriate volumes of The Norton Anthology of American Literature as a core text, but not just to read the selections; instead, we'll also be looking at the book itself as an anthology: what the editors choose to include and not, how the selections are arranged and presented, etc. We'll also be reading a few other things to mess up the students' ideas of "American" and "literature". For instance, I'm pairing The Red Badge of Courage (Norton Critical Edition) with A Princess of Mars (and Junot Díaz's excellent introduction to the Library of America edition). And then Octavia Butler's Wild Seed to make it even messier and more productive.

And so it was with special interest that I read two essays this morning in the Chronicle of Higher Education: "The New Modesty in Literary Criticism" by Jeffrey J. Williams and "What We Lose If We Lose the Canon" by Arthur Krystal. The Williams seems to me about as good an overview as you could do in a short space; the Krystal seems to have been beamed in from 1982.

Notes on Teaching First-Year Composition as a Film & Media Course

It appears that next year I won't be teaching any first-year composition classes at UNH, which will put on hold an experiment I began this past term with FYC. (I'm teaching Literary Analysis this fall and probably a survey course in the spring.) I'll record here some thoughts on that experiment, both for my own future use and in case they are of use or interest to anyone else...

A Solution to Grade Inflation

Wikimedia Commons

I'm in the midst of grading student papers and portfolios, and so this blog post by Adam Kotsko hit home, particularly the end:

...the only real solution to grade inflation is to decouple college from debt and brutal meritocratic competition. Then people could study what they want to if they show an aptitude for it, and we could afford to do that because we’re the richest society ever in human history and maybe we can get by with fewer baristas so that people can enrich their lives, get in touch with their cultural heritage, and learn useful skills. It would cost money, but there are huge piles of money in corporate coffers and rich people’s bank accounts that are doing nothing but either sitting there or else promoting asset-price bubbles — so we could just take all that money away from them and do something that contributes to something with a recognizably human meaning and purpose. And then our grades would not be inflated and everyone would be happy.

Notes on a Sentence from "The Death of the Moth"

Forced by some reductive power to declare a single favorite essay, mine would be "The Death of the Moth" by Virginia Woolf. It is a marvel of concision, and yet it contains the universe. It is an essay both personal and cosmic, material and spiritual.

Whenever I teach writing, I use "The Death of the Moth" as an example of the interplay of form and content. (While I have seldom met a pairing I didn't want to deconstruct, the form/content binary is one I continue to find useful. Yes, the separation is problematic — what, in language, is content without form or form without content? — but I also find it a valuable way to talk about concepts that are otherwise invisible or easily muddled.) Usually, I take one sentence, scrawl it out on the board, and pick it apart. It's not always the same sentence, but recently I've been using this one:

Yet, because he was so small, and so simple a form of the energy that was rolling in at the open window and driving its way through so many narrow and intricate corridors in my own brain and in those of other human beings, there was something marvellous as well as pathetic about him.

The first thing to do is break the sentence apart. Here's one way:

Film Textbooks, Take 3

A solidly popular post here continues to be one I wrote in 2009 about textbooks for introduction to film courses. I updated it once, way back in 2011, but enough time has passed that it deserves a quick update again.

First, I should say: Because I've started a Ph.D. at UNH, I'm not teaching film these days, except for a summer class online. So I haven't been thinking about film textbooks too much recently. But I do think about it, mostly because I really miss teaching film. It seeps into everything I do, though — this term, for instance, I'm taking a required course for all new grad students who are teaching First-Year Composition (yes, it's a little awkward having 15 years of teaching experience and taking a course like this...), and for my research project for the class I decided to research the use of film analysis in FYC classes. (If you're curious, you can see the results of all that research here. Creating a Weebly site was a class assignment, so I used it as a place to park my project.) I still love film textbooks, though, and have kept current with a few of them.

I was disappointed with the changes between the second and third editions of the textbook I used most frequently, The Film Experience. It's not bad, just not as thoroughly re-envisioned as I hoped it would be. I had hoped it would have more material to help students understand shot and scene analysis, for instance. These are pretty common assignments in intro to film classes, and yet I don't know of any textbook that provides a really excellent model. I still like The Film Experience best of the textbooks I know, however, because it is closest to my own approach to film history and theory.

The latest edition of Film Art is just as gorgeous as previous ones, and the book remains a tremendously thorough guide to formalist film analysis. I really considered using it for my summer course, but in the end I just couldn't justify the cost, because I need a textbook that's broader and more ecumenical.

My experiences with The Oxford History of World Cinema, The Cinema Book, and A Short Guide to Writing About Film were mixed, and I wouldn't use any of them again, though I think they're all useful books. The problem was that The Oxford History was overkill for my class, The Cinema Book just didn't have the right topics for my Deviants class, and A Short Guide is much too expensive for what it is. We used all of the books in class, but none of them as fully as I had hoped, and A Short Guide in particular was just too thin and sketchy for what the students had to pay for it.

For my First Year Composition course next term, I'm using Signs of Life in the USA, a Comp textbook with a popular culture focus, including a pretty good chapter on film (with an essay by Matt Zoller Seitz, whose presence in the book immediately made me happy). With luck, in a few years I'll get to teach a proper film course again, but until then I'm just going to have to make do...

A Decade of Archives 9: 2004

This is the ninth in a series of posts leading up to this blog's tenth anniversary on August 18. In each post, I look back on one year, sometimes specifically and sometimes generally. All the posts can be found here.

2004 was the first full year of The Mumpsimus. It was also the year with the largest number of posts: 319. (These days, I'm able to get out about 100 or so in a year.) And it was the year when a relatively large number of people began to notice what was going on here. That initial attention is what made me think this was not, perhaps, just a useless lark. A lark, yes, and largely useless, yes, but maybe not completely so...

The year began with a post about returning: I hadn't paid a lot of attention to the site at the end of 2003, having written one post in December and none in November. The first paragraph of that post indicates that I was still thinking of this as a site about, primarily if not exclusively, science fiction. The reason for my absence, I said, was, "my life has been busy and I haven't been reading nearly as much SF as I would like."

I made up for the absence quickly, with numerous posts, some of them with real substance. The first was a comparison of Sergei Bondarchuk's film of War and Peace with Peter Jackson's Lord of the Rings movies. The rest of January 2004 covers most of the major topics that the site would continue to explore for the next 9 years: a review of a novel by a writer not known as a genre writer (Genesis by Jim Crace); a plea for a writer who deserves more attention (Judith Merril); a naive but (surprisingly!) not entirely embarrassing post on sexism and reading; somewhat literary theory-ish posts on characterization and narrative (which, despite their naivety — my education in lit theory was entirely autodidactic [read: haphazard, shallow] at that point — are still recognizably in the direction of ideas I now hold); a review of Lucius Shepard's extraordinary 9/11 story "Only Partly Here"; a look at Tim Burton's movie Big Fish; a mention of one of my favorite writers, David Markson; and, finally, a post that mentions Samuel Delany's Dhalgren in the context of a discussion of the baleful influence of the 3-act structure for screenplays. Clearly, it was winter in New Hampshire and I needed something to keep my mind occupied other than just teaching high school!

The rest of the year goes on in a similar manner. I hadn't look back on it all until now, and was a bit scared to — I haven't been thrilled with a few of the later years on the whole, so had no reason to assume the earliest years were of any value whatsoever. There's drivel, certainly, but also good stuff, at least in comparison to a lot of what came later.

A Decade of Archives 5: 2008

This is the fifth in a series of posts leading up to this blog's tenth anniversary on August 18. In each post, I look back on one year, sometimes specifically and sometimes generally. All the posts can be found here.

Posting in 2008 began late because in December 2007, my father died, leaving me not only with the emotional and psychological challenge of a dead parent, but also with the challenge of now being the heir to a house, property, and gun shop 300+ miles away from where I was then living. By the end of the year, I had quit my job, moved back to New Hampshire, gained a Federal Firearms License to sell off the inventory, and started work as an adjunct professor at Plymouth State University in the English Department and the Women's Studies Program. The year ended with a post noting that George W. Bush had done a wonderful thing for New Hampshire, making our sole contribution to the U.S. Presidency, Franklin Pierce, look better.

It was a relatively thin year for The Mumpsimus — understandably, given how much my life changed over the course of that time. The whole period from summer 2007 (quit my job of 9 years, moved to New Jersey for a job that turned out to be an exhaustingly bad fit for me) to my father's death in December to getting my feet back under me in 2008 is the most difficult period of my life, a life that I now habitually think of as breaking into two periods: before-that-time and after-that-time. The struggles and shocks of that year and a half or so pretty deeply changed what it feels like to be me. It changed my writing (I simply stopped writing for a while), it changed a lot of my desires and perspectives, it changed just about everything I think of as myself. The person I was before that time seems very remote from me, someone I am connected to but do not really know anymore.

What I want to focus on here are a few posts from that year that I think are worth preserving, and then offer some thoughts on my first experiences of teaching college.

Worth preserving: A post on a Coetzee novel that could have been the title for my life: Diary of a Bad Year; a post about Lydia Millet's How the Dead Dream; a note mentioning my long Quarterly Conversation review of Paolo Bacigalupi's Pump Six [some of the only long-form reviewing I did that year, and probably the best]; a post on the great novel Stoner by John Williams; a reflection on five years of blogging; a post about the abortion documentary Lake of Fire; a consideration of the extended cut of one of my favorite movies, The New World; some thoughts on Coetzee's Life & Times of Michael K; and an obituary for John Leonard, whose work had a profound influence on my reading and writing.

A Decade of Archives 3: 2010

This is the third in a series of posts leading up to this blog's tenth anniversary on August 18. In each post, I look back on one year, sometimes specifically and sometimes generally. All the posts can be found here.

Munyurangabo

2010 began here with a look at the extraordinary film Munyurangabo and ended with a look at the extraordinary writings of Wallace Shawn. During the year, I turned my general education class called "The Outsider" into a course on the idea of the image of Africa, a turn that revitalized the course for me, personally, but which faced some huge obstacles in making it work for the students. (Nonetheless, one of those students, now a senior, stopped me last term when he saw me on campus and said the course was really influential and valuable for him. So it worked for one person...) Teaching that course also led to one of my favorite posts from 2010: a look at The Story of an African Farm by Olive Schreiner.

Lots more happened. The third and, alas, final volume of Best American Fantasy was released and sold 3 or 4 copies. I exhorted people to read Nnedi Okorafor's Who Fears Death, and lo and behold it went on to win the World Fantasy Award. People died and I wrote about them: Howard Zinn, William Tenn, David Markson, José Saramago. We had a Third Bear Carnival. One of the most popular posts in the history of the site is from 2010: "Some Good Fantasy Short Stories Online", popular because it's something people seem to Google frequently (I should update the post to get rid of the dead links, but most of the links are, amazingly, still alive). And toward the end of the year, I reminded us all that Jorge Luis Borges's first appearance in English was in Ellery Queen's Mystery Magazine, translated by Anthony Boucher, a fact that continues to amuse and please me.

What I'd like to reflect on here, though, is a turn the blog took in 2010.

A Decade of Archives 2: 2011

This is the second in a series of posts leading up to this blog's tenth anniversary on August 18. In each post, I look back on one year, sometimes specifically and sometimes generally. All the posts can be found here.

Looking back through the posts for 2011, I felt great fondness for the year, if not for my blogging (I think overall it was one of the weaker years for The Mumpsimus. That tends to happen when life itself is busy and fulfilling, so I'm not complaining!) It was a year when I taught two of my favorite classes, Gender & Science Fiction and Global Literature; when we started blogging the Caine Prize; when Eric Schaller and I launched The Revelator, our very occasional online magazine; when I wrote, directed, and co-edited a short film without knowing much of anything about what I was doing; when I started making video essays; when I got to see one of my favorite Fassbinder movies, World on a Wire; and when I had a whole class pose for a picture whilst reading G.I. Joe comics. And much more!

When looking through the past posts, the one I ended up stopping on and wanting to think about more fully was one that grew out of my teaching of the Global Literature class: "Canonical Nationalism" from December, because though the post doesn't offer anything remotely original, I think it hits on important ideas about how we think about reading and writing, and how the categories we impose affect that thinking.