Joe Essid

Out, Damned (Gravy) Spot!

Image courtesy of “Make your Own Bar-B-Q Sign“

Imagine an orator making a speech after a formal dinner, and imagine the speaker doing so very well. In the end, however, a large segment of the audience never recalls the content because of the large gravy spot on the speaker’s tie or blouse.

The speaker lost the audience. So what are the sorts of small errors that make otherwise sympathetic readers stop reading? A general list may be nigh impossible, but I will take a stab at what most perturbs academic readers of student prose. In doing so, I won’t focus on the fatal flaws of novice writing: sweeping generalizations, sentence fragments, lack of support for claims.

Confused words. One does not hear the difference, in speech, between the homonyms “here” and “hear,” but in writing, such gaffs make the writer look unprofessional, if not ignorant. See our Center’s list of “Commonly Confused Words.”
Overstatement. One study or source does not conclusive proof make, even if it is a valid source or study. Academics expect an abundance of supporting evidence, including admissions as to where more study may be needed or the limitations of a source. One might write “the 2011 study only considered effects on male college students at private universities” as a way to present such data.
Names. Student writers often use both first and last names for sources. It may be appropriate to cite a full name on first reference or for clarity when, say, two Smiths have been cited. But in most cases, in-text sources need only a last-name reference. A graver (gravier?) spot is to misspell the name of a source. I once had a reader of an article stop on page one when I did this, back in grad school. He said “after that I did not trust your prose any longer.” Ouch.
Format errors. APA, MLA, Chicago, and similar are not systems of fiendish torture. Writers use them to get work into a format needed for a particular journal or conference proceeding. I frequently see errors with a misplaced parenthesis, italics and double quotations both used for titles of sources, and the like. A first cousin of this problem can be adding blank lines between paragraphs, odd indents, and other mechanical gaffs. When in doubt…ask the prof!

These “spots” come to mind right away. Got more? Let me know in the comments section.

New International Blog About Writing Centers

I’m really pleased to announce “Connecting Writing Centers Across Borders,” a new publication by Writing Lab Newsletter. It gives me great pleasure personally and professionally to collaborate with editors Muriel Harris and Alan Benson in working on the first postings for the blog. Some veteran colleagues such as Carl Glover have already posted their ideas.

Our focus, at the blog and a new column in WLN, will be international collaboration. The need is there, as writing-center initiatives are cropping up globally, often taking shape in culturally appropriate ways for their home nations. My own first post focuses on how technology from a center builds ethos and influence on campus.

One shoe cannot fit every foot, and as I learned in 2013 at the Conference for The European Association for the Teaching of Academic Writing, best practices vary widely and the US model of peer-tutor work is far from universal.

Using the new blog and column, we directors, tutors, writing consultants, peer mentors, and those doing similar work plan to share resources, stories from our centers, and advice to help our writers and each other.

Google Sites: Page-Level Permissions

Google What?

I do not often read Google’s blog about their documents features, but recently I was looking for an answer to a few questions about Google Sites, the tool that I now use for all of my course syllabi. Unlike traditional web-site builders, Google Sites is collaborative; this is common for wikis, web-site software long popular in K-12 education but rarer in higher education.

In doing my reading at Google’s blog, I found a game-changer for writing teachers. Sites has quickly become my favorite tool for a few reasons:

It’s free
It offers a navigational sidebar that I like from PBworks‘ wiki
It lacks obtrusive advertisements
It has the ease of use that Wikispaces offers, but appears even more familiar to MS-Office users.

To my knowledge, however, none of Google’s smaller competitors, and certainly nothing from the desktop-centric Microsoft empire, offer a creator the ability to grant permissions, by page, to those sharing a site. Google explains the reasons for this feature here.

Course-Management Software vs. Sites

For years, I’ve refused to use BlackBoard because it has made guest access so hard. In my field, writing & composition, faculty routinely share lesson plans and syllabi, so Blackboard never met my needs. Our Eng. 383 syllabus has become a model for many other schools’ training programs precisely because colleagues outside the class can find it with a Web search and view the content.

That said, I’m pleased that Blackboard, seeing what the competition offers for free, has given faculty a “public” option for Bb sites. But I’ve argued elsewhere that Blackboard is an overpriced “transition” technology in the age of social media and Web 2.0 shared applications. Blackboard only recently added such technology to its product.

For now, Sites lacks the sort of testing features that Blackboard has, but I don’t use quizzes that way. It would be possible, however, to link to an online gradebook created with Google Docs. You can see the results (but not students’ grades!) in the latest iteration of my Eng. 383 syllabus, used for training Writing Consultants at the University of Richmond.

How the Collaboration Works

The process of granting permissions for a Google Site is a little tedious at first. I had to invite users to the site with “view” permissions…and they must have a Gmail account. But to my knowledge it cannot be one the University grants, either, as my site resides on the public servers at Google. Had I known this, I might have set up the site under UR’s rubric, but that change of service-providers had not occurred when I first set up my Google Site.

The nature of collaboration and the presence of multimedia in modern writing classrooms make something like Google Sites, with page permissions enabled, essential to how I teach. That said, Google still needs to add a few features:

The ability to archive the site locally
A somewhat more streamlined process for adding users.

Overall, however, this free tool is phenomenal, and I plan to recommend it to colleagues.

Image source: pre-Sites days in Eng. 103 classroom, late 1990s.

Back to…Paper in the Classroom?

I have a penchant for mixing things up in class, if only to keep writers on their toes. For many semesters, I got away from any writing on paper in favor of blogs, digital stories, and wikis. Now, in a literature course I last taught as paperless, some old friends (and nemeses) have returned: staples, margins, page numbers.

Why have I returned to the 20th Century?

When conducting a “paper chase” with 16 Writing Consultants and 18 literature students, I found that paper enables my Consultants to write the sort of commentary they will most likely write for our professors or in our Writing Center. In time, our faculty will embrace multimedia for many projects, but even then, Writing Consultants will need to understand the rhetoric of linear as well as associative, collaborative projects.

One could do what I’m doing with file exchanges, of course, and some faculty do just that. I’m no stranger to MS Word’s track changes and embedded comments, but even as I write this post, a student has contacted me with a question: the introduction I returned to her, with my comments linked to text, does not seem to be “working.”

I’m not fond of MS Word’s dependence upon co-writers having similar versions. I’ll probably have to switch to Google Docs to finish helping her. It’s simply a simpler, and more ubiquitous, technology. Yet even that lacks the ubiquity of paper.

Paper cannot show multimedia (yet). Paper cannot have live feedback forms or allow online tagging and collaboration (yet). Despite these limitations, I’m most curious to see how a paper-based class goes for me this term. Stay tuned.

Some tasks are, however, inefficient on paper. I’d include sign-up sheets for Writing Consultants, whether done collaboratively or with a single editor, as in this example from my current lit. class. Everyone with the link can view the document from wherever they may be. I now consider Google Docs to be “paper plus,” since they preserve what is best about linear discourse but add collaborative features that are clumsy in Microsoft Office, a technology designed for print.

And The Students Stop Blogging?

At the very time that I feel most comfortable teaching with blogs, I read that blogging is on the decline among the very demographic I teach.

I like Twitter and other sites for short notices, but few ideas can be expressed in 140 characters. Perhaps “the unexamined life is not worth living” by Socrates would fit in a Tweet. The Apology would not.

As usual, I’ll blame what I call a life of constant interruption. My Neo-Luddite side, and it is a prominent side, finds some cold comfort in the warnings of writers and thinkers such as Nicholas Carr, Mark Edmundson, and Sven Birkerts. Even tech-savvy Sherry Turkle’s book, Alone Together, warns of the shallowness of our “social” networking habits.

I look out for such writing, so I quickly ran across Gregory Palmerino’s article, “Teaching Bartleby to Write,” in the January 2011 issue of College English. Palmerino writes of his “students who would prefer not to remember to hand in writing because of their complex and distractable lives.” Such students rarely linger in my classes after the add/drop period; the writing is plain on the syllabus about the consequences of Bartleby’s passive-aggressive preference of preferring not to do.

While I do find a kindred spirit in Palmerino, I part ways with his resistance to new technologies in the writing classroom. Blogging provides one excellent example of a type of writing that demands focus. Distraction here, in a post, can be as fatal as it would be in a short story or analytical essay. So far, however, none of my students Tweet or use Facebook status-updates for any sort of serious discourse. I doubt they ever will.

In print and online, we who cherish nuance and complexity in language need do something. Rejecting the new is not the answer. So for now, my students, at least, will keep posting to blogs and replying to each other.

The Curse of the B Minus: Writers, Teachers, Failure

Creative-Commons image courtesy of targuman’s Flickr photostream

When faculty believe that they have failed as writing instructors, why do they fear that outcome? We might dread poor evaluations, angry or quiet classrooms, or–the worst fear of all–that we have let down students on their journeys to attain something like wisdom.

I say “something like” because no university education or series of excellent assignments can impart wisdom. At best, I might lead writers to see how poorly they are served by unsupported generalizations. In fact, I often try to do no more than that, plus get writers to pay attention to their own words, in the course of a semester.

Assignments might fail, even the pilot-year of new class. But faculty members, like their students in a writing-intensive course, can learn from failure. Perhaps not enough time in graduate school goes into examining the psychology of designing assignments and conducting class, but the hard lessons of failure should be added to the curriculum. I never once did the sort of role-playing exercises that Ryan and Zimmerelli propose in their training manual for peer tutors (106-110). Had I done so, in the presence of a faculty mentor, I might have avoided what occurred my first semester teaching writing.

It might be a counterpart to a book that is making the rounds, The Blessing of the B Minus.

At Indiana I was so terrified teaching my first class that I broke into “flop sweats” in the classroom that night in Ballantine Hall. That got better fast, but one event sticks with me to this day. I had a student named Ellen who was a talented writer, a product of one of the best high schools in the state. But Ellen never pushed herself as hard as she might. She got an easy A on my first essay, a short diagnostic piece that counted little toward her final grade. The exercise intended to point out to me which writers had trouble with remedial issues; Ellen had none.

We Associate Instructors had been schooled in Elbow’s ideas and had read Nancy Sommers’ “Responding to Student Writing,” a 1982 masterpiece that changed my philosophy of writing commentary. We had not, however, discussed what to do with a writer who had never before received a B- on anything. Anything.

Ellen appealed that grade, her second of the term, to me, and I patiently sat down to show her why the project did not match expectations for academic writing. She was crushed, despite my assurance that the second paper would count no more than 10 or 15 percent (I forget) of the final grade. Never before, she noted, had she gotten anything lower than an A.

She thanked me, gathered her books and papers, then left the ready-to-be-condemned building that housed the AIs. I was a terrible undergraduate until my last year, so I watched her with real puzzlement as she strode off into the Hoosier twilight. The next class, she was absent. And the next. Indiana was not Richmond, and I had no way of letting an advisor know. There were no e-lists or other means of communications, beyond a land-line phone.

I thought the student was gone from campus, perhaps ill, until I crossed paths, literally, with her a month later. She crossed the street to avoid me, and did so again once or twice. Bloomington is a small town, so when I never saw her again, I wondered if Ellen had left the university. And was it my fault?

She got an F in Eng. 131 since she never withdrew.

Steve Sherwood’s article for writing tutors, “Apprenticed to Failure: Learning From the Students We Can’t Help” provides signal advice for teachers as well as for peer tutors. Sherwood advocates Peter Elbow’s advice that we should create “Evaluation-free zones” on our campuses (qtd. in Sherwood 53). We faculty might enable writers to practice for very low stakes, at first, in order to learn the idiosyncrasies of our academic fields or our personal preferences.

I should have done that. I should have done many things. Now I do them.

It is easy to say, and be smug while saying it, that a B- is not a life-changing experience, but I do wonder what became of Ellen.

Works Cited:

Ryan, Leigh and Lisa Zimmerelli. The Bedford Guide For Writing Tutors. New York: Bedford, 2010.

Sherwood, Steve. “Apprenticed to Failure: Learning From the Students We Can’t Help.” The Writing Center Journal 17.1 (Fall 1996): 49-57.

Academic Blogging: Impressing a Professor in 350 Words

image source: Creative-Commons licensed image from xkcd

My colleagues are, increasingly, reading blogs and assigning them in classes. “Weblogs,” the full name for this medium, appear in every class I teach. I use them for weekly reading responses, warm-ups for formal writing, and even for graded multimedia projects impossible on paper.

A blog like this, rather than a closed discussion list at a course-management system like Blackboard, provides students with several real-life advantages. First, the secondary audience for a blog, one far greater than professor and classmates, enables writing for publication in the real-world Internet, rather than what we techies often call a “walled garden.” Second, blogs resemble the sorts of collaborative tools coming into use in the workplace. Finally, blogs are not bound by the conventions of print, and that enables them to do things impossible on paper.

How to Get Started

In planning the workshop on academic blogging, I decided to first write what journalists call a “nutgraf,” or a few sentences that sum up the focus and claims the writer will make. Here’s mine:

Academic blogging opens a new and easily used venue for student and faculty writers. A blog provides a number of advantages when compared to traditional papers, such as the ability to embed photos and videos, the use of easy-to-manage feedback from other writers in a class, and an informal style that tends to help writers still learning to write for the academy. Blogs also pose certain problems, and in my blog post I will outline them as well.

Now that you have my nutgraf, how about those problems? From my experience with many student bloggers, here are some issues that hurt their assessment when I ask them to blog.

Paper-based thinking: Blogs and other Web-based media do not need double-spacing and they do not tend to support paragraph indents. Instead, single-spacing, left-justification, and one blank line between paragraphs suffice.

Unclear focus: preparing a nutgraf avoids the sort of rambling monologue that can afflict a new blogger. Keep in mind, readers, that your readers choose to visit your site. Keep them informed and stay focused. For this reason, blogs rarely cover more than a single topic.

Broken links: Non-working links hurt all sorts of Web texts, but a blogger should take extra care; one’s reputation depends on providing accurate references to other materials. In print, an analogous mistake might be a severe error in a citation, such as providing the wrong title for a printed work.

To avoid such errors, be certain that every link works when you preview or publish the post. Note that links to on-campus resources requiring a university log-in will not work off campus. Check all links from a computer at home or find a public version of the material.

Clumsy links: Also beware of pulling in URLs (Web addresses) like this:

Instead of testing readers’ patience, if the post needs a URL rather than a link from text (as I have just done) consider a Web site that can make long URLs short. These “crunched” URLs persist, and I have had good luck with bit.ly and tinyurl.com. I used the latter to shorten that monster address above:

http://tinyurl.com/6e4fyez

In some classes, and for formal projects published online, you may not be permitted to do this. Check with your professor and a handbook for documentation. Both MLA and APA formats now give advice on how to shorten a URL for publication.

Microsoft Word & Blogging: Word is designed for printed documents, no matter what appears under its “save as” menu. Word works wonders on paper, partly because the software enables dozens or even hundreds of fonts, sizes, and margin-changes. But Word does this through hidden formatting codes. We never see them when cutting and pasting to a blog, but in some blogging software, these typographic phantoms cause nightmares.

I just typed this line into Word: “Now is the time for all talented geeks to come to the aid of Cyberspace.”

Here is what I got when I copied the text from Word and pasted it to the editor of Google’s Blogspot:

<style>
@font-face {
font-family: “Cambria”;
}p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 0.0001pt; font-size: 12pt; font-family: “Times New Roman”; }div.Section1 { page: Section1; }
</style>
<div class=”MsoNormal”>
Now is the time for all talented geeks to come to the aid of Cyberspace.</div>

Oh oh. Normally, this is not a problem, if a blogger does not put any bolds, underlines, or other formatting into Word. If those features appear, however, it may take hours to untangle the mess. I have encountered lines that do not want to single-space, strange changes of fonts, and more.

Random eye-candy: Why use a photo, video, or other illustration in a blog? They can emphasize an argument and save you words. In every case, they should be placed close to the material referenced.

When choosing images, search for those licensed for non-commercial reuse. You can do this with the advanced options for Google image search as well as Flickr. I’m sure that most other image-sharing sites have ways to find content with Creative-Commons licensing. The candy-apple image appeared licensed for reuse in a Google search.

Bad Tags: Tagging blogs permits readers to aggregate topics by clicking a tag. Huge sites need this. I’ve found that even my blog on virtual worlds and gaming, “In a Strange Land,” needs tags so I can, say, separate how-to advice for folks from general news about the industry. At the same time, tagging can be tedious when misused. Why on earth, at this blog, would I need to tag this post or any other with “writing”? That is, after all, the focus on the entire blog and its sponsor.

My post has gone on far more than 350 words (it’s at 991 now!), but I think it presents the basics.

The hardest part remains the writing itself. No medium changes that.

Refer to links at this Writer’s Web page for more advice on academic blogging. Good luck with your posts!

Fighting “Link Rot” in Webtexts

It just happened this week. I got an e-mail from a student doing research on the Beat Generation. She’d discovered a site I did a decade ago (or more) using a campus MOO, a text-only virtual world. My “build” in the world was a writer’s space that resembled my vision of a 50s coffee shop in San Francisco’s North Beach neighborhood.

“RichMOOnd” is long gone but the site about it remains on our server and I guess Google picked it up. The links to Beat-Generation sites have long vanished or moved.

It’s a common problem, but as I read in The Chronicle of Higher Education, a group of scholarly publishers called CrossRef have been working for a decade to solve this problem. Their plan will provide a sort of digital ISBN for publications.

While I love the idea, it won’t help self-published work (such as this blog). What can writers outside the CrossRef imprimatur do? I claimed in a publication a few years ago that the hyperlink is the first new form of punctuation to come along in a while. It contains the sense of multiple conjunctions, depending on context. For the link above, it’s an “and” but in some cases it can be “and/but” or “and/or,” depending upon the context and the writer’s intention.

I teach students who are Google-happy to find an academic source for information, preferably one that is archived. Even when a casual source offers well written content, will it still be there in a year? Students often don’t care, since they they their work to be ephemeral, but if a class project endures, employers and prospective employers might want to see the brilliance on display.

Thus I point students to libraries, government sites, and university pages for “hard links” to at least keep the “rot” minimal.

St. John’s fights The “Great Books” on iPads

St. John’s is truly like no other institution of higher education. Have a look at the reading list that constitutes the curriculum.

It’s easy to poke fun at a way of learning that, aside from some Supreme-Court decisions in the fourth year, includes no works written by anyone still alive. The emphasis on Great Books, it appears, does not include any consideration of networked technology and its impact on us.

To that end, apparently, St. John’s faculty voted to “discourage” iPads loaded with Descartes or Sophocles from coming into the classroom. You can read more about the decision and follow the commentary flame-war, at this story in The Chronicle of Higher Education.

I’m a contrarian by nature, so part of me, at a distance, loves the attitude of this liberal-arts school. I think of resistance every day, whenever I see my students rushing between classes, gazes frozen. They work both hands frantically to text someone, as they notice nothing around them.

I wonder if just yanking the damned things from their hands and smashing them would help.

Well, it would help me to get arrested and fired.

Ostensibly, St. John’s revolt against what Neil Postman called a culture of “And Now This!” was to insure that students had the same editions of all of the texts used in seminar. Faculty also do not want students distracted, something I’ve seen again and again in our writing lab or even with laptops in traditional classrooms. I ban laptops except for taking notes, and the students must send me copies.

Were I a faculty member there, as a contrarian I’d insist on only e-texts for my students. I’d make them do annotations and share ideas via a blog. I dislike the iPod’s lack of Flash, a technology I use to collaborate with a co-writer via Google Docs. But the platform is less important than how we use the knowledge it bears. I’d do my best to make the Great Books hip. The ideas in them are, after all, undying. If they are too frail to survive an ADD time, we are truly in trouble as a civilization.

And I do think we are in trouble, from the rise of anti-scientific thinking, to the loss of nuance and decorum in spoken language, to the waning interest in the unmediated experience of reading for its own sake. Then there are climate change and resource depletion, the monsters in the room we choose not to acknowledge.

Recommendation to St. John’s: stay the course, but add Postman’s Amusing Ourselves to Death to your fourth year. He raises an enduring question as networked technologies literally change the structure of children’s minds. As I noted in my comment at the Chronicle, St. John’s reminds me of heirloom varieties in a monoculture of GM crops.

We may need to same that DNA again one day, when the lights flicker and our wonderful inventions do not return all of the promises we have come to demand.

E-mail From a Deceased Attorney

image credit: Sabrina of Introverted Wife

Usually, I simply delete “scam” e-mails without a second thought. This one, however, got me reading. I wonder if Mr. DeSilva’s legal fee would be “your brain!”

Ah, what magic a simple apostrophe + s can work on a piece of writing. It can even bring back the dead.

Attn: Dear

My name is Barrister Martinez De Silva , My aim of writing to you is to seek your consent and present your humble self as trustee of my deceased client estate and the bank had issued me several notifications on my capacity as the deceased Attorney to provide a legal representative thereof.

Moreover, the fact that there is no surviving relative or trustee to inherit the estate of my deceased client which may spur the bank to classify the estate as unserviceable and legally uncollectible after statutory time limit imposed by the law.

If you are interested in my project please contact me immediately so that I can provide you with more details and procedures.

Regards

Barrister Martinez De Silva.

Postscript: The comments are flooding in to this site. All of them are spam linked to products (often pornographic or financial). The best so far, however, is quite innocent in its surrealism:

“I found your article, Richmond Writing » Blog Archive » blather and beyond, is one of the most interesting articles about face cream.”

Keep that spam coming! We get great laughs from you spammers!