My first magic trick as a new lecturer of creative writing was reappearing three days per week. I disappeared too, at the end of every class, but the students didn’t seem to impart this with the same mystique.
“Daly!” sometimes they would shout, or I would imagine them shouting, as I entered. In my younger life, I was always running, always late, so I may have encouraged them to see this as a magical act. And then I’d say, “Today we’re going to talk about Point of View,” or something like that. And we would. Not only would we talk about it: identify it, discuss its concealing and revealing qualities in selected works, practice it during writing heuristics, and in general start to build it into our lexicon, but the students would come to class having read the right chapter from Janet Burroway’s Writing Fiction: A Guide to Narrative Craft. Or maybe that day it was the chapter on character. By all accounts, they would be ready to wring every drop out of Character into their own writing. But this was not the slam dunk case, as many educators will understand. One goal of this essay is to discuss why this gap occurs and how to work through it.
I slash in like a dull knife but don’t tip into the abyss. Just wow at the Formica. Some wrongful oxygen rises up the ways in my neck. I do fall then
Slick Mick pushed in through the screen door, stopped in the middle of my eat-in kitchen with the brand new formica countertops his finger in the air like he was gonna say something. Fell face first on the floor right where you’re standing. If I’m telling the truth? I hoped he was dead. So I started sifting my hands like this through the bills and penny-savers on the formica, feeling for my cordless phone and hoping that if he was dead, I wouldn’t find the phone quick enough to save him. And I saw him on Day One, charming as only a drunk can. Previous to the nightly urination in bed and being too far gone to wake up and clean it. Previous to driving my glossy black Oldsmobile into the Blue Earth River the day after I got it. Previous to stabbing his hand with a steak-knife trying to show off for Jenny at Ponderosa. That’s why Ponderosa uses knives with rounded tips now: My man, Slick Mick. And here he was in my trailer, like a damned dead fish, oily from the car but no real work, just playing around with his nuts. Go on and lie there, you sick duck. I’ll call you an ambulance just as soon as I find my cordless phone.
I like to start the semester with a popular ice-breaker activity—two truths and a tall tale. During my first TA orientation, the TA director (Randall McClure) used this activity to get us talking. From that activity I learned that Dr. McClure had in fact been involved in a snowball fight with the members of U2, and slept (unknowingly) next to a dead body for several hours (while camping out for U2 tickets). So I adopted it. Continue reading →
Find a song that has been recorded by several artists (at least 4) over the past 30-60 years (or re-recorded/re-mixed in a new style by the same artist). Listen to each version of the song and take notes about the style. Style includes sounds, vocal delivery, pacing, beat, structure, and lyrics. YouTube is a good place to begin your search, because their website also links related songs. Continue reading →
When developing a college composition course, content and methodology are always important considerations, but as instructors we also must consider how we can develop good practices in order to foster an intellectual environment. We try to create community for our students, but because of a number of issues—resistance, apathy, and misunderstanding, to name a few, establishing a community where we can openly discuss the human condition is a difficult endeavor. The ideological nature of feminist writing, feminist theory, and feminist politics can make it even more difficult to create community. Therefore, we must be particular about our approach when teaching ideological methods and topics. Continue reading →
Beyond the Research Paper: Exploring New Genres for Original, Authentic Inquiry
by Jeremy Corey-Gruenes
Albert Lea High School
After sequestering myself in my home office for nearly four hours on a Saturday morning—using headphones and a closed door to counteract the distractions of domestic life—I emerge, over-caffeinated but relieved, announcing to my wife and daughters that I’ve graded 10 research papers, my quota for the day.
“How were they?” my wife asks.
“OK. One of them was really good,” I say.
Only one this time, but it really was good. The student’s research question was whether the U.S. should consider a national minimum drinking age (MDA) of 18, considering the seeming futility of enforcing the current age of 21. While dangerously close to some of the topics I refuse to allow students to write on anymore—abortion, legalizing marijuana—she made the topic her own. Her first exposure to the topic was a 60 Minutes episode she’d watched online in which a chief of police, a former college president, and the parents of a college student who had died of alcohol poisoning all (surprisingly) argued in favor of lowering the MDA. These voices, she acknowledged, had shaped her original position. But after doing her own extensive reading, an interview, and exploring her own family’s experiences with alcohol, her position shifted completely. She not only ultimately argued that the MDA remain 21 in every state, but also offered ideas regarding other cultural and educational changes that could help promote responsible alcohol consumption, that the law itself was just one piece of a much larger puzzle. Continue reading →
A Fresh Look at Peer Response: Improved Writing and Talk that Hits the (Common) Core
by Neil Witikko The College of St. Scholastica
Five minutes have passed in third hour, and the students in Composition I are hard at work in teams of three and four. Most groups are scattered around the classroom, finding what privacy they can away from the other peer groups. One team of four is working just outside the door of the classroom in the hallway. Any comments about the excitement of last night’s hockey game have faded in the first three minutes of class, and the only sounds now are comments about the papers that the students are sharing with each other.
It is a day for feedback on their cause and effect papers. Each student has had the opportunity to take their peers’ papers home, read them, and generate some ideas for response, based on a project rubric that guides the students’ writing. Now they have time to share those ideas in talk. Continue reading →