Dear Marylou Hobson

Thank you for your very thoughtful spam letter.  I read it with great
interest.  I tried hard, but I wasn’t able to make sense of the cryptic
word list at the end of your message.  The part where you said
"splutter blank cutworm" is especially perplexing.  What did you mean by that? "Boric magnet budd" is unclear to me, too. But I know you use the word “meaningful,” so I’ll keep working on it.

I saved your note in my spam folder in case I decide one day to call.

Good luck peddling Academic-Qualifications by email,

dmueller

Marylou’s letter in its entirety:

Sun, 09 May 2004 14:03:39 -0500

Academic-Qualifications from NON–ACCR. Universities.

No exams. No classes. No books.

Call to register and get yours in days – 1 203 286 2403

No more ads: elizslifer@poczta.onet.pl

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replicate snuggle australite trumbull boric magnet budd

knick avow saffron illustrious roughish eisenhower
pneumatic ethanol anomaly upstate sistine andromeda billow desmond acyclic
splutter blank cutworm debt teletypewrite spectral cartography singleton
meaningful dairymen chauncey client conform nectareous oaken barium roebuck douglas

Mo S. Tat

No need to overstate the obvious tonight.  More house stuff in the
works. Notice the jump between the Rc terminal and the Rh terminal somewhere in
40 minute range.  It was an afterthought, an after-reading-the-directions
afterthought.  Of course, by the time I read the directions, I already had mounted the new thermostat.  Only upon trying it out did its
failure reveal phase two (take it apart, read the directions, marry the
terminals in a union of white-coated copper wire. 

The garage sale today was a hit–constant traffic from 9 to 3.  Only one p’d off customer; we thought she was going to call the BBB, turn us in for selling the bunk bed to another fella before she could grab it.  Maybe I’ll blog more about the garage sale tomorrow.  They’re really extraordinary social experiments with elaborate codes (we didn’t know), systems for negotiating and just plain weirdness (As in: Old Man: “Do you have any guns for selling?” Sales clerk: “We had a plastic water gun, but it’s already been sold.”)

On the photo: I see a clock says 1:50, a thermostatic map of our house’s climate control switch, a look down R2D2’s neck, and the face of a bot whose expression changes when set to "Cool" or "Fan On."  What do you see?

Smiling at Me

Art preservation isn’t exactly my bag.  I understand the great pains
museums go through to fight the agents of time.  But everything ages;
the art object, in effect, can never be construed as materially permanent. 
Right?


This article
from earlier in the week started me thinking about the
possibility that DaVinci could have imagined transformational deteriorations in
his most famous painting, Mona Lisa.  So she’s warping; the wood is
bending, with it her expression, her "look": skew. Time has its way.  The
certainty of decay evades the most technologically zealous efforts to counteract
imminent physical forces.  What will Mona Lisa’s expression be in thirty
years?  three-hundred years?  three-thousand years? as she peers from
behind the Lourve’s sealed container and untold layers of varnish.

The material alteration–a warped original–is less concerning to me than the
unmentioned details about the numerous ways in which her image has, through
reproduction, been simulated and processed, pasted on t-shirts, etc. John Berger
touches on this in "Ways of Seeing"; Walter Benjamin, too, divides the cult
value from the exhibit value, differentiating between the object and its
original. The cult value is more interesting to me; perhaps the diminishing of
the exhibition value arouses the cult value, and, in turn, the cult value shifts
the exhibition value into a grotesque copy of itself, as a sort of popular
distortion. These value shifts underscore political revolution, too, I
suppose, turning Fascism on its head. (Yep.  I need to go back and brush through Benjamin’s

"Mechanical Reproduction."
  And all of this–Berger included–is in the
Ways of Reading anthology, 6th ed.)

This brings me to a confusing mix of issues that I find fascinating. 
Where Benjamin discusses "unconscious optics,"  I wonder about the extent
to which conscious optics are akin to copyright infringement, to the
controls creeping counter to the CC movement and twinkles of liberated IP.  Technologies
are making mechanical reproduction–via fragmented pixelations as frequently as
film photography or film-based moving pictures–more popular and accessible than
ever before. I imagine conscious optics lining up with comp/rhet in
ways they seek for students to engage in the –graphy that is openly,
visually reproductive.  And this call for a mix of visual rhetoric, image
and design is not new, nor should it ever be entirely divorced from the
construction of meaning and its pal, hermeneutics.  That is, rather than leaving aesthetic making to
inaccessible technologies and their expert operators, we ought to engage students in
aesthetic reproductions tuned rhetorically, tuned textually. No doubt, this
approach to composition is catching on in a few exciting places.  

This turn is also playing out against IP tensions, intractable media
ownership issues, and Paleolithic systems for sharing (or not). It makes me
wonder whether the fight for Creative Commons can buck the fangs-sunk-in monster
of sole proprietorships in new media.  We have systems–albeit arcane–for
documenting text, attributing origins(!), and giving credit when we must. 
But systems for attribution in new media seem far less wieldy.  What are
they?  Do they come in the form of a Works Cited at the end of a flash
clip?  Consider this excerpt from

an article
in the NY Times this week (link via

unmediated
):

Mr. Routson’s work, which is not for sale, is the latest to find itself in
the murky zone between copyright infringement and artistic license, between
cultural property rights and cultural commentary. On Oct. 1 a new Maryland law
will make the unauthorized use of an audiovisual recording device in a movie
theater illegal. Last week two people were arrested in California for operating
camcorders in movie theaters. One was apprehended by an attendant wearing
night-vision goggles.

It’s not definitive (nor am I carefully read in these matters–sincere
apologies!), but there comes a convergence between mechanical reproduction,
media proprietorship, reproductive rights (as in copying media rather than
making babies), and this business of conscious optics.  I have
suspicions that as the gulf between technology and humans narrows, as assistive
devices help us see, hear, remember with tech-stimulated consciousness
(recorders, amplifiers, etc.), the boundaries between experience and mediation
will blur and with them, the battles over IP will flourish, perhaps even
crossing over into our minds (you can’t think it if you don’t have the rights!). 
Mona Lisa’s warp and laws against filming in a movie theater: pieces of a
fascinating series of media twists.

Cooper/George/Lynch, 1998, “Moments of Argument”

 Cooper,
Marilyn, Diana George, and Dennis Lynch. “Moments of Argument: Agonistic
Inquiry and Confrontational Cooperation.” On Writing Research: The Braddock Essays, 1975-1998.
Ed. Lisa Ede. New York: Bedford St. Martin’s, 1999. 390-412.

Big Idea
George, Cooper and Lynch, teaching from Michigan Tech, call for more
sophisticated argument pedagogies in this essay.  They begin by waving off
the slew of textbooks that introduce argument as a simplistic binary, a scheme
of either/or, right and wrong, often setting up hypothetical tensions and
straw-thin oppositions.  The trio historicizes cooperative models for
argument, juxtaposing them with caustic models.  They invoke Susan Jarratt,
citing, at length, her call for "composition instructors to rethink their
objections to agonistic rhetoric and conflict-based pedagogy" (391), and
John Gage, for his concern that "the real conflicts are already there at
the outset of a disagreement" and that teachers ought to draw students
toward cooperative, collaborative interchanges toward a shared sense of social
resolve (394).  The authors also acknowledge the rootedness of their
central research question–toward an improved model of argument in writing
pedagogy–in their own teaching.  To that end, George, Cooper and Lynch,
propose the blend of "agonistic inquiry" and "confrontational
cooperation" so that teachers and students might see "argumentation as
a crucial social responsibility–an activity that requires us to position
ourselves within complicated and interconnected issues" (411). 

Monday Morning
Before wrapping these notes up and putting them to blog (this is the bit I’m
doing last), just wanted to make a few pieces about my experiences teaching
argument as argument.  Once I inherited an argument-based course. 
Last minute appointment, two-alarm shortage.  Usual adjunct drill.  The syllabus was already written (ugh!) and the text already ordered.  I don’t remember the name of the textbook, but I do recall its onerous simplicity with respect to polarized arguments.  

Sample assignment: Pick a side:  For war or for peace.  Go.  

Continue reading →

Cinco de Mayo

 

You have an array of talents from which to choose. 
People find you attractive, charismatic and interesting.  You have a
strong will and can be very convincing.  Your personal color helps
you integrate joy with stability.  Wearing, meditating or surrounding
yourself with Kelly Green allows you to honor any phase of life that you
are encountering.  It reminds you to place equal value on both your
inner development and your outer position in society including
professional merits. [color-chooser via cgb]

Provided that Earth Wide Moth ages in perpetuity, there’ll be future
birthdays to blog.  On this one, my 30th, I’m content to note that I’m
flat out exhausted from house refurbishing (two new phone jacks and glued-down carpet today) . If we had put candles on the cake tonight, I would have wished for a picnic with other May Fifthers: Karl Marx, Ann B. Davis, Kenneth
Burke.  What would we talk about?  Stuff from this day in history
could start us off.  From there I’m sure somebody would think up something to converse on. Or there’d be croquet, just in case.  Stuff that happened on May 5:

1382 – Battle of Beverhoutsveld
– population beats drunken army
1862 – French army intervenes in Puebla, Mexico: Cinco
de Mayo

1944 – Gandhi
freed from prison
1955 – US performs nuclear test at Nevada
test site
(Teapot
Apple
)
1958 – US performs atmospheric nuclear test at Enwetak
1969 – 23rd NBA Championship: Boston
Celtics
beat LA Lakers, 4 games to 3
2000 – Conjunction
of Sun, Mercury, Venus, Mars, Jupiter, Saturn & Moon

Almost But Not Quite

Since I got home from work at 4:15, I’ve been on my knees doing two things:
A. replacing the wooden base molding in the kitchen and B. scraping the nasty
glue-carpet residue from the front step.
Altogether, it took me about four hours.
The molding turned out great, but I shouldn’t be trusted with power
tools.  
The things I was doing with the miter saw, well, they’re not appropriate for any
weblog.  
And I was home alone.  
Sawing outside while it was sprinkling.House4sale: electical plugs included.
Our realtor is stopping by tomorrow at 3:00 p.m.  
He’s going to shoot a picture of the front of the house. 
An entry
is creating a stir over at the weblog for EN106. 
The face-to-face semester ended for me this morning; exams will trickle in from
the online crew through the weekend. 
All that molding stuff and glue scraping: my knees are swollen like seedless
grapefruit.
Resorted to some kind of glue-softening gloop for the splotches of resistance on
the front step.  
The gloop ate through my rubber gloves, probably altered my fingerprints.
Collin’s entry
from yesterday inspired me to mess around with a sideblog today during
lunchtime. 
Following Anders
Jacobsen’s example
, I learned that without succumbing to php, I could create
a second, stripped-down index file for the second blog, save it as an .shtml
file, then script it as an "include" in EWM.  
Okay, so this is horribly unintelligible.  
It ended up looking like this
Maybe I’ll grow a sideblog (what for?) or an embedded photoblog (yeah!) one day.
Yesterday, it was switch upgrades.  
Out with the two-slotters; in with the grounded receptacles.  
Technicality: They’re grounded through neutral, but it still prevents electrocution
for the most part, so says my brother who showed me how to wire the
switches.  
Main thing is for the appliances and such to come on when they’re plugged into
the new switches.  
And nothing in the house should emit smoke.
The important election-contest
was much quieter today than yesterday. 
I was pleasantly surprised to find, upon review, that EWM doesn’t have any
off-topic, meandering posts.  
None! 
And only one
random picture of dinner
.
Tonight, sandwiches: near-Elvis sandwiches stacked with
whatever we pulled from the fridge and smashed between two slices of potato
bread.
Twenties for a moment: tomorrow would be my 30th birthday, except that I ascribe to the notion that there are no birthdays after 29.

Muchiri, 1996, “Importing Composition”

 Muchiri,
Mary, et al. “Importing Composition: Teaching and Researching Academic Writing
Beyond North America.” On Writing Research: The Braddock Essays, 1975-1998.
Ed. Lisa Ede. New York: Bedford St. Martin’s, 1999. 352-371.

Big Idea
     Four university composition instructors
collaborated on this article, "Importing Composition," to address the
global reach of research and prevalent assumptions disseminating from the capital centers of knowledge in the field.  Composition research often suffers a narrowed utility when it makes its way into the variously removed, distant contexts.  Muchiri’s group sets composition in the US against trends in English Language Teaching (ELT) abroad, where writing pedagogies are (almost always) combined with communication studies, where content reigns superior to personal narrative, where examinations hold greater assessment value than coursework, and where limited institutional resources make one-on-one mentoring and extensive essay-marking impractical. The project seeks to stir further conversations on these matters.  Other key issues are the political and institutional pressures proliferating a "dullness of correction and compliance"–the idea that students might not be willing to take risks because they fear failure or rebuke; Kenyan and Nigerian students often align into note-sharing groups whose solidarity is often seen as a form of resistance to the teacher’s authority; the field’s research map as a geography marked by "distant and powerful research centers"; and composition research’s assumption that students have multiple chances and plenty of time to move toward proficiencies.

Terms of Export

L1
– primary language; L1 studies are language studies in one’s primary,
native language

English for Academic Purposes (EAP),
English for Specific Purposes (ESP)
– academic categories commonly
used to name departments responsible for teaching practical communications in
English aimed at mobilizing students’ progression toward advanced study
dependent on basic English literacy and "immediate needs."  

English Language Teaching (ELT)
– Unlike L1, ELT sets out to work with
students who come at English as a second, third or fourth language

mwakenya
(Kiswahili, pro-democracy movement),
Nondo
(Kiswahili, crowbar),
Kombora
(Kiswahili, missile),
Ecowas
(Economic Community of West African States)–vernacular terms shared
among students to name their systems of group resistance to institutional
forces.  Such resistance takes the form of note-sharing and
collaboration–collaboration that might be characterized as cheating in a
rigidly individualistic assessment system

Continue reading →

On Shopping for Paint, Buying Some

We’re officially in phase I of home-sellers’ sprucing.  Walked Lowe’s
tonight for just over an hour: paint supplies, ceiling fan light bulbs, a light
switch, door stoop outdoor carpet (to replace the ragged mat uglying up the
front step right now…it’s all nicked up from someone’s overzealous chipping of
ice cakes this winter…I’m not naming names), and fairy dust for a few
well-placed gleaming glints to attract the new homeowner’s affection. 
Lowe’s in Kansas City on a drizzly Thursday night while Survivor All-Stars
is on: it was so empty we couldn’t find anyone to mix the paint. Until we found someone.

Now, if I can just figure out how to apply a cascading style sheet to our
living room walls, neutralize the bold green just a mite…then I’ll have more
time to blog tomorrow and over the weekend on

1~Who is the audience for this
Is it just more higher ed doom and gloom warning of the perilous market? 
To what end?  Is it meant to discourage students?  Scare people away
from advanced study?  Or is it building toward deeper critiques about
crises in contract labor?  Plenty of other careers and prospects for
fulfilling employment suck.  Okay, right, I don’t pay attention to those
articles either–if they exist at all (on how much it sucks to study athletic
training, then take a job rubbing the feet and necks of strangers, or how much
it sucks to take a law degree, then haggle in traffic court for the rest of your
days). 

2~Muchiri, Mulamba, Myers, Ndoloi on "Importing Composition"

3~Eyeing an instructor listserv for folks teaching the FY composition
sequence and intro to humanities in the computer-mediated distance program at my current Uni.

4~Saying farewell to graduating students (who I had in FY comp four years
ago!), lining up returning work-study students (all two of them) with warm and
agreeable supervisors for the fall, and putting a box of free stuff outside my
office door to see whether any of it holds a value for passers-by.

5~Catching heat about the final examination arrangement required by the
administration for the FY composition sequence, then packing up a loaded
email-response on the crapshoot, IMHO, of flat assessment systems for online
composition, then sending off that email to a bunch of folks, then waiting to
see whether I left too much tail hanging out in the whole process.

Perfect.  Now I’ve got plenty to write about in the days ahead. 
No. 2 is a certainty; all else, as paint to these walls–spread thin, soon
forgotten.

Irreducible Bits

With a new CMS provider officially in place, the U. is open throttle prepping online instructors to teach in the eCollege platform.
I helped critique the instructor training course over the weekend; the
self-paced course was released yesterday. Estimated time of completion: 1-3
hours.  Current instructors must pass the summative assessment at the end
of the course with an 80% score.  I don’t have immediate plans to teach in
the eCollege system, although I might pick up one course this summer before the move to NY in mid-July.  I’ll continue to
shoulder responsibility for the FY sequence as their developer, but my faith in
the whole arrangement remains in an awkward, delicate balance.  I’m
concerned by some of the outcomes-oriented initiatives freshly blanketing the
curriculum–without sensitivity to disciplinary difference–as the programs
brace for a fall accreditation visit.  Late-semester fatigue has me
preferring a brief entry here tonight, and it’s better if I don’t go too far
with the deep angst I feel about a few messages in the self-paced instructor
training program.  For fun, here’s one chunk of the instructor training
course that, well, I’m sure you can guess what I think of the view that chunking
enhances online content.  Granted, design affects the ways we read words
and images on the screen.  The stuff about short paragraphs, bulleted lists
and an abundance of headings…*sigh*. I passed the "summative
assessment."

Strategies for “chunking” content: 

  • Strive to keep Online paragraphs between two and four sentences long. Block paragraphs, like the ones illustrated on this page, maximize white space, providing a visual cue of how you have chunked the information. 
  • Differentiate discussion from illustration by shifting format (for instance, from paragraphs to a bulleted list). 
  • Use headings to signal new chunks of information–and their relationship to one another–and to help the user navigate the page.

Thirty or so of the questions at the end were T/F like this:

6. In a threaded discussion, controversial topics or assigning students to argue one side of an issue may be used to engage learners. (Points: 1)

And the others were the loose accumulation kind, as in, check all that apply.

Which of the following are phrases from the U.’s mission statement.  (Check all that apply.)