Over a decade ago, my university transitioned from an English Department-based composition sequence (often designated as ENG 101 and ENG 102 in many universities) to a first-year seminar format that would be staffed across all departments. This change, of course, meant that many professors with no background or training in how to teach writing were now teaching first-year writing.
The university fumbled this move quite a bit, but gradually the significance of that hurdle was recognized. We continue to find ways to support professors new and still learning to teaching writing.
Two of the foundational concepts repeated by those of us helping support these professors have been that teaching writing is not an inoculation (one course, or even a few courses, cannot produce students who need no more writing instruction) and that assigning writing is not teaching writing. …
Three behaviors have over the course of about 40 years come to constitute a significant percentage of who I am — writing, teaching, and cycling.
Of those three, I have received the most formal education in teaching, completing all three of my degrees (BA, MEd, EdD) in education; in many ways, I am self-taught as a writer and a cyclist even though I would argue that I have developed a level of expertise in all three that are comparable.
Recently, I bought my first gravel bicycle and have been making the small but noticeable transition to gravel riding that has forced me to experiment with decades of cycling knowledge built on road and mountain bicycling in order to ride gravel at a level comparable to road cycling (my first and deepest cycling love). …
My 4.5 year journey as an undergraduate and the first five years teaching high school English were spent mostly in the Reagan era.
While this was many decades before terminology such as “fake news” or “post-truth,” I literally lived during those years a painful and now embarrassing conversion from white denial and ignorance (believing in reverse discrimination, for example) to racial awareness and seeking a life dedicated to racial equity grounded in my own awareness of white privilege.
I had been raised in racism and white denial that pervaded my home and community so when I returned to my hometown high school to teach, I felt compelled to help my students make a similar conversion as mine but not have to endure the stress of experiencing that growth as late as I did. …
My first-year writing seminars are grounded in two concepts — workshop structure (multiple drafts of essays combined with conferencing over long periods of time) and portfolio assessment (a portfolio of all course work is submitted for the final exam).
In that final portfolio, students submit final versions of all four essays, rank those essays in order of quality according to them, and submit a reflection that details the key lessons they have learned about writing as well as a few areas they need to continue improving.
This pandemic semester has added a significant and noticeable layer of stress to first-semester first-year students so I have adjusted the final weeks of the seminars this fall, ending in just a few days. One change has been to replace the usual Essay 4 assignment (an open assignment in which students submit a proposal for the type of essay and topic before submitting a first full draft) with the end-of-course reflection usually required in the final portfolio. …
I worry about my students.
I worry, I think, well past the line of being too demanding in the same way being a parent can (will?) become overbearing.
Good intentions and so-called tough love are not valid justifications, I recognize, but there is a powerful paradox to being the sort of kind and attentive teacher I want to be and the inherent flaws in believing that learning comes directly from my purposeful teaching and high demands.
After 37 years of teaching — and primarily focusing throughout my career on teaching students to write — I have witnessed that one of the greatest tensions of formal education is the contradiction of being a student versus being a writer. …
What I want
All I really wanted
Just to live my life on high
“I’ve Been High,” R.E.M.
i. <my body is failing me>
my body is failing me aging
in ways only my lover knows
with the bittersweet awareness of intimacy
and then briefly revealed disappointment
i watch my lover paint her fingernails black
her bare feet with toenails candy apple red
if i took a picture to hold her/us there
as if i could stop time from buzzing by
it still would change nothing about me
a body failing me and her there on the floor
ii. <the bees returned>
the bees returned
a couple weeks into november
a hurricane well to our south
pushing summer-like fall back
over us after a first taste of winter
honey bees and yellow jackets
swarming in the warming air
while thunderstorms surrounded us
overdressed in long sleeves and jackets
i have told her everything i can so far
into a yellowing life that less remains now
bee stings swell and ache
in the cusp of fall and winter
as if it were the heart of summer
I am not free while any woman is unfree, even when her shackles are very different from my own. And I am not free s long as one person of Color remains chained. Nor is any of you.
“The Uses of Anger,” Audre Lorde
The U.S. has elected Joe Biden president, ending the presidency of Donald Trump.
This is a return to the standard failure of the democratic process in a country that is primarily committed to the free market, rugged individualism, and guns.
Biden is the normal but truly awful presidential candidate, replacing the uniquely horrible election of Trump.
As many people have noted, changing presidents typically means only small differences in the daily lives of people. …
I may have just read the worst essay I have ever read submitted by a student — since the beginning of time.
And that occurs in this context: I have been teaching adolescents and young adults to write for 37 years.
Of the tens of thousands of student submissions I have read, of course, this essay cannot really be the worst. But that sort of dramatic overstatement is exactly what brings me to discussing that essay and many just like it submitted recently as we near the end of the semester.
As context, many of these essays have been submitted after more than two months of first-year writing seminar where I have explicitly focused on vivid and engaging openings and closings. …
As the news has spread about my university being the latest case of white faculty claiming false diverse identities, I have seen on social media one of the negative consequences I anticipated from this situation — people criticizing diversity hiring.
I expected this sort of backlash because every time the issue of needing to hire a more diverse faculty has been raised among faculty, one of the first responses is, “We should always hire the most qualified candidate.”
The person voicing that position is always a white man.
And each time a new hire turns out to be a white man (again) even though the final 2 or 3 candidates include diverse people, the response is, “We hired the best candidate.” …
Every white person in this country — and I do not care what he or she says — knows one thing. They may not know, as they put it, “what I want,” but they know they would not like to be black here. If they know that, then they know everything they need to know, and whatever else they say is a lie.
James Baldwin, On Language, Race and the Black Writer(Los Angeles Times, 1979)
I have these very deep feelings that white people who want to join black organizations are really just taking the escapist way to salve their consciences. …