A break. For driving exactly 500 miles. For resuming a paused yoga practice. For making and sharing tacos on the smallest of corn shells. For studying the curls rising from French pressed coffee, French press being the only available in this Michigan spring breaking place. 42°16′4″ N 83°35′39″ W. 61F and a wind advisory because the troposphere is delivering late morning a wall of stiff winter air. A break for punch-listing several work to-dos. For review tasks needing caught up. For reading. For writing.
Quick entry—it’s late and kale sweet potato soup is bubbling. And I’m still in the late stages of moving, turning in keys and parking passes at the old place this afternoon, scooping expired field mice from the attic of the new place, fetching groceries, hooking up laundry machines, chopping onions, and so on. But a project several years in the works dropped yesterday at https://wac.colostate.edu/books/practice/try/: Try This: Research Methods for Writers, a textbook we hope sees uptake in rhetoric and writing classes. I could say A LOT about this book’s development. Once it was in the hands of Mike Palmquist and the editorial team at WAC Clearinghouse, its shape and timing were never clearer or crisper. I didn’t realize it, but I read today that this book is the 150th free, open access publication of the nearly 25 years WAC Clearinghouse has been operating. So it’s an honor and a wonder and a credit to so many that this book is circulating now, as it is. [N.b., not a ninety, but hope to get back to a few more of those soon, like tomorrowsoon, or the nextdaysoon.]
Step back, consider how it’s going. Recline in an overpriced chair. Pause to sit on a bench outside if the weather allows. Walk. The practices of writing research and doing research thread ends into a knot, and the knot’s beginning-point and ending-point conceal themselves, each indistinguishable from the other. What researcher takes the time and care to label writing as writing and doing (otherwise, anything) as doing? Unwinding later will make for a difficult puzzle. Or else with a shrug and carry on attitude it won’t be necessary.
This was the first summer to have gone this way: plague, medium incline boulder roll, grandfoolish grand-societal re-opening, redoubled plague, steeper incline boulder roll. Who even has the time or energy to imagine Sisyphus as anything at all?
Hey Siri, calendar check please. Since late May–the 26th. I picked a date just to size things up, snapshot tally, to figure summertime with whatever it’s been now that I’m in a week dialed intentionally to pausing–a rest before the tidals of August wash our way.
Since late May–the 26th.
- 1,415 vt.edu emails received
- 911 vt.edu emails sent
- That’s a 35.6% reduction, or interruption rate. I wish it was more like 50%.
- 3 tenure and/or promotion cases to review. One done; two to go.
- 2 article manuscripts reviewed
- 1 promotion narrative and dossier sent in (my own)
- 67 syllabi reviewed for equivalency requests
- 106 hours in the ENGL1105 Canvas blueprint–I almost wrote blurprint. Blurprint, indeed.
- 36 hours in the ENGL1106 Canvas blueprint
- With much help, the 2020 Corridors program built
- 2 lake swims; hopeful about adding to that number later this week
- 5088 words into The Big DATO Guide
- An OWI session for the CWPA virtual discussion conference
- Collaborating on the CWPA and CCCC Joint Statement in Response to the COVID-19 Pandemic
- Co-faculty-lead for the VT Community of Practice for Writing Intensive Courses, which has included weekly coordinating Zooms and bi-weekly community of practice Zooms
- Feedback (accepted with revisions) and next steps on the Radiant Figures collection
- 1 runner-up (or second runner-up) status for the CID faculty principalship
- 1 service rotation on Computers and Composition Book Award Committee
- 10 or so additions to the bestiary
That’s the list. I can see in it some things I’d like to change, some things I’d like never to do again, some things that signal follow-through and commitment, and some things that flag for skewing too too far into the faculty-administrative depths of a WPA position that still feels very new to me. Onward is August’s knowing, mumbling hum, and with August, here’s to hoping sky-high hopeshot, there will be space+time for achieving a healthier balance, like amoebas searching for more podia than pseudopodia.
The global pandemic (COVID-19) has universities deciding to shift classes from in-person to online quickly—quickly ranging from overnight to something like three weeks. Shorter than a couch-to-5k, in other words. As rapid changes like these spread through higher education, people speculate, wondering what it means, how long such changes will last, whether anyone (students and faculty alike) is really prepared, and so on. Everyone’s doing their part to make sense of an unfamiliar phenomenon, and that sense-making takes a variety of shapes–blobby, tentative, many temporary. A medical doctor in this coffee shop just walked in and said to me oh, hey, VT (coffee mug gifted from a former grad student gives it away); “this is gonna be okay; there’s a 97% survival rate.”
Insofar as the generally altruistic goal of social distancing as a measure to reduce human to human contact and thereby to slow rates of transmission, campuses are un-bunching themselves, emptying the dorms as much as possible, interrupting residential and study abroad programs, adjusting. Just yesterday afternoon I was emailed a fair forewarning heads-up–come up with a plan for supporting teachers in the Composition Program if and when this shift happens. I had a call with the program’s associate director, opened a Google Doc, and we generated with help from others on the leadership team a six page document: 1) key principles guiding modified teaching in Spring 2020, 2) reasonable and appropriate curricular adjustments, 3) allowances for the labor involved with adjusting a class initially designed to happen in-person, 4) a caveat about how this is not an effort to forge at overdrive clip through elaborate training in Online Writing Instruction, and 5) a modest collection of resources for re-orienting instructional staff to the university’s LMS. I don’t know if this is the right approach. It is a lean approach–minimalist, humane, focused as narrowly as possible on the problem before us as an eight-week problem, a getting-to-May-6 problem. COVID-19 and social distancing efforts may continuing into summer and fall, but we will think together about appropriate pedagogical responses to those terms later. If and when we get the email to go ahead, we will circulate the Spring 2020 plan with what we believe will suffice for now in its honoring student and instructor well-being; urging flexibility and direct, timely communication; and extending again the forms of support we can make available (responsiveness to questions, openness to working through specific problems, general and continuing availability, administrative reassurance, etc.). No magic beans; no more warrants for drama or anxiety than the pandemic has already touched off.
In talking through the shift to online and upon witnessing quite a bit of buzz about what such a shift presumes about the work of teaching and learning, the planning involved, or the nimbleness of faculty–conceptual, communicative, and technological nimblenesses varied and intersecting as they are–there’s been a (at risk of sounding mildly judgmental, I’ll say it) clumsy differentiation between face-to-face and online teaching. True, at its crudest, some teaching happens with human bodies in the same room at the same time and some other teaching happens with human bodies not in the same room at the same time. We’re at the cusp of a pivot from one model to the other. But that other model–the one where human bodies are not in the same room at the same time–need not measure itself against the intricate and expert apparatuses now long established informing online pedagogies. That is, for now, in this switch-over, we don’t have to lug out the longest-scrolling web pages or the heaviest volumes on online instruction. We don’t have to school everyone new to teaching in online environments about the intricacies and affordances; getting to May 6 is a make-do goal. With this in mind, I’ve been partial to framing this not as a full, frenzied move to online writing instruction (OWI in a hurry), but instead as an ad hoc Spring 2020 modification in which we do our best to solve a short-term problem, respecting novice-ness as genuine (and vulnerable) and exercising scope restraint. Rather than touting this as a full and comprehensive shift online, I’m advocating for something more like online-lite, a minimalist approach cast perhaps a bit more in the shadow of correspondence courses than media-rich and daresay over-produced LMS-sparkled palaces. We can in time make sure everyone knows about the scholarly traditions informing such well-designed, well-made online courses, and, to the extent that pandemic-motivated social distancing becomes more world feature than world bug, we can get better at tying in our programs with that important body of work. But for now, for this moment, a spare approach will suffice:
- communicate with students (promptly and supportively)
- express clear and as-stable-as-possible dates and times for drafts and intervals of drafts
- let existing course materials (curriculum maps and textbooks) do the work they were set in place to do
- build in constructive interactions, focused as much as possible on uncertainties, opportunities for developing the draft (feedback-oriented stuff whether with peers or instructor led). Also, check out Bill Hart-Davidson’s “Feedback Cultures – A Guide For Teachers Thinking about Moving Student-Centered Learning Online” at https://youtu.be/B4Fe_rS8208
- err on the side of being positive, constructive, encouraging, and reassuring with students, with colleagues, with administrators working fitfully to unpick snarled problems, but especially with students.
For right now, for this moment, that’s enough.
The inventory I wrote nearly three months ago proved perspective-setting at the time, so I’m trying something similar here, trying to recover that feeling of checking back again on what the ever-living high tide has happened this summer, especially with work. The August Workshop runs next week–that’s the Composition Program’s week-long seminar that in focused ways anticipates the start of classes on August 26.
Summer has been work-intensive, but it hasn’t been all work. I’ve biked and swam, made several trips to Pickerel Lake, camped in Pigeon Forge, Tenn., and Ludington, Mich., swam in Lake Huron and Lake Michigan, drove to Blacksburg then Nashville, also to Baltimore, also to Lansing for Computers & Writing. I’ve seen a few movies (Last Black Man in San Francisco, Once Upon a Time in Hollywood) and some TV shows (Euphoria, Barry, Chernobyl, When They See Us, Big Little Lies, probably something I’m forgetting). I flew to Albuquerque for Native Vision, but didn’t fly anywhere else. I got one massage. I will go for a tattoo tomorrow. I cooked my daughter’s birthday dinner on August 1. And I held my granddaughter a few times but not nearly enough, never nearly enough. I made several gallons of fermented vegetables. Ate some of them. Results were mixed. I started drinking coffee again. At neighbors’ request, I stood at a condo association board meeting and read a law about non-profit organizations and about how voter lists must be available at meetings where votes are being recorded, and I was shouted at by a lawyer, also called an asshole. So the summer has had range and depth and balance.
My to-do list remains feral more than tame. I complete things, experience a moment of calm, then get surprised by its biting or clawing or sometimes stinging out of the blue. Here are a few of the things that have been on the list in the last three months. I suppose I should keep track of things differently than I do.
- Around May 20, I learned that we had sixty-one unstaffed sections of first-year writing for fall. And that set in motion a quickened pace search for thirteen new instructors. The search is still unfinished, so I shouldn’t say a whole lot about it. In terms of workload, it has been a steady and as measured as possible ten weeks. We still, as of today, have six unstaffed sections of first-year writing for fall. Fall semester begins in 20 days.
- Since May 20, I have received 1154 emails and sent 763 emails. Be the email reduction filter you want to see in the world. But, too, 763 sends is more than I’d prefer for the three months between spring and fall. Notably, not all emails are equal. Some are flits and some are more intricately built. What would it look like to operate in an administrative capacity where email was infrequent, discouraged, altogether abandoned? What, instead, might we use? Are there Slack-only writing programs? Are there in 2019 administrators who decline to use email?
- I received, read, and returned 42 course equivalency requests since May 20. How does this compare? Who knows. But I’m keeping track of it.
- I wrote, submitted, and approved edits on an encyclopedia-like entry on heuristics.
- I presented at Computers & Writing in Lansing and also collected a book award for Network Sense.
- I attended CWPA in Baltimore, going to a handful of sessions and also participating on the executive board for the first time.
- I gathered into one place something like 6,000 words toward an article I’d like very much to have sent off yet this fall. But hours dedicated to writing feel both spare and distant at the moment. So this one can sit quietly until early September.
- I drafted a chapter for a collaborative project (7,000 words plus sixteen figures). Sent that off. And am almost done with revisions on another chapter for that same project (6,000 words plus seven figures). One more chapter is due by the end of the fall semester.
- I made modest revisions to the chapter I’ve contributed to the Radiant Figures collection. Also mocked up two model chapters and, with co-editors, fine-tuned and submitted that collection’s proposal, which we should be hearing back about before the end of August. With any luck.🍀
- I worked with VT colleagues on the finishing steps toward compiling a writing programs self-study report that’s gone off to the CWPA evaluator-consultant service and, as well, to the two C-E visitors we’ll have on campus at the end of September. The self-study is maybe 5000 words, but it includes fourteen appendices and thus expanded to something like a 101-page PDF. Next will be scheduling the visit more precisely. Lots of email involved in that.
- Registered for FemRhet and have continued to shepherd along a process of registering the 10+ graduate students who will be on a roundtable about intersectionality at that conference in November. Submitted a proposal to RSA in Portland next May. I wrote a proposal for a possible lecture at Bland Correctional Facility, though I still don’t quite know if that will be scheduled for fall. And I’m needing very soon to generate a title and blurb for a talk at U Findlay happening in late October. I think it will be a talk drawn from the shadows of the article draft a few bullets back (though the framing is a tad cynical, dissolutionist, endist, accelerationist, fretting with a very particular precariat).
- Work on Corridors has centimetered along, too, and I’ve just about finished preparation for the talk I’ll share at that event on September 21. It’s something of a follow-up and extension to the argument for visualizing DFWI, grappling with matters of disability, visible, invisible, and otherwise undisclosed.
- I was elected (unopposed) Treasurer of the Writing Across Virginia Affiliate, what will soon be proposed as a Virginia-specific WPA affiliate chapter.
- I have a external tenure review due at month’s end; that’s been a letter written by chipping away. Shouldn’t be any problem at all honoring that deadline.
- If there is more, I can’t think of it.
I’ll begin teaching a section of ENGL5454: Studies in Theory, what’s a temporary placeholder name for the composition theory and practice class. We have nineteen new GTAs who need to take it, and so we’ve split the section into two, doing what all we can (and should) to honor its functioning more like a graduate seminar than an undergraduate class.
And the week-long August Workshop takes motion next week, though at the moment it has wobbled a bit for miscoordination of dates. Whatever of it, it’s nothing a panic will resolve, so we’re trying other problem-solving tactics. It will all happen, and then it will be fall.
Queued up for carrying along to U Louisville’s Watson Conference next week, Thursday.
Writing in the abstract also suggests learning the rhetorical device of brevity and the rhetorical power of the aphorism. Teaching the value of exploring something in the abstract, without practical purpose or intention, would return composition pedagogy to its sophistic ethos (we dare not say roots). In other words, finding new touchstones means leaving touchstones behind. It means plumbing the depths of abstraction. It means ob/literating the ground.
at times I need this deep
(Haynes, 2016, 106)
Finished reading couple of middle chapters from The Homesick Phone Book yesterday, outdoors on the patio seating at Cultivate, sipping on a peach iced tea, strangers with an excitable dog sitting close enough that when the dog barked I could feel his breath on my leg. His ferocity or was it fear shook the table. Those middle chapters were “Writing Offshore” and “Glitch Rhetoric.” The first is a favorite, a steadfast influence (I can feel it still), an inspiration for the dissertation, a PDF I hand off often to graduate students, though I can’t say I’ve ever assigned it in a class I taught. It’s better adrift.
In “Writing Offshore,” I’ve wanted to pause questioning on water’s alternation to the slower-shifting and stabler-seeming ground of, well, ground. Why not air?, says Gemini with a huff. Earth-water is all. Haynes sets this tension so smartly, completely, convincingly, reason’s earthen stabilizers and uncertainty, wavecrash what’s deposited in tidal pools only to be reclaimed, though to be clear this is just playing at some extensible daydream beyond what Haynes writes, past that edge where the avanc towed the armada in Mieville’s The Scar. Ankle deep wade-in is recalling that I happened to read “Writing Offshore” and The Scar at the same time, when?, maybe twelve years ago. Their syncing up mattered. I don’t think I will ever forget them for being coincident.
I picked up The Homesick Phone Book anticipating a re-charge, intellectual kinship, a sip again of ideas I want to experience again and yet more vividly. We do this with reading, sometimes but maybe not often enough, picking something up again because we do our own most inspired thinking with it, through it, alongside it, from it. For Homesick through me, I am a firelit and alive–younger (transported to twelve years ago when I read so much more…or maybe just so much more excitedly). This time, though, it’s the stuff on addressivity that supplies the sort of trouble I want from scholarship: I am beginning to understand this, I don’t know what to do with this; something must be done with this.
On the note card bookmark I have a scribble about how I want this book to clink boat hull to craggy jut the telephone of the winds, that voice-portal shrine to relatives swept off by the 2011 Fukushima tsunami. The living call the dead (or maybe dead but certainly lost). They chat, catharsis in telephony implying but not quite answering, what if the lost and gone can hear us? I was thinking a homesick phone book would offer directory assistance, some kind of way to understand sublime-extrarational addressivity, or why it’s important to have the right number for a gone. I don’t want to talk to just any dead-departed-lost relative, but this one reasonably stable and identifiable figment. Oh, so telephone of the winds can only connect me to a baggy ephemera mass, mostly memory with touches of other flits and wisps of energy? Is this the only way?
It’s something of a pivot, but whose groundlessness is this inaddressivity? That is, whose un-dialable figment requires foothold? Hmm…what I’m trying to say is, I don’t need anyone else’s dead relative’s number, not so much. There’s trouble in this, the question of locative address for what’s groundless. And some germ of this I hope to carry to Watson in October for the presentation I’ll be attempting there, what I’ve titled for now as “Discipline Going Gone,” on the concept of gones, or dissolution and endings and termini, especiall in disciplinary contexts, unless by disciplinary in October and after manymonths I mean personal. This is not endism, no, but it is precarity-inventory. I hope for it to also outline how gone-noting can aid us in understanding (and perhaps also in continuously articulating) disciplinary fragility. The field’s a mess. Fumblesome af. Something in that willing confusion and its wish, to pick up the slivers of needing this deep and of asking forgiveness (see epigraph), of not finding in a book what’s not there but casting about nonetheless, picking up the phone of the winds, bloop-bleep calling into it, hello?, and asking whether this or that has fallen away, forever lost to waves and sea floor sediment and whale stomachs, whether it (e.g., the still-unbuilt but then almost-built but then washed away hacienda) will be back, asking with addressive precision down to sixteen decimal latitude and longitude when will we see one another again.
N.b. Aphids made it into the title for noticing bug life alongside the barking dog at the coffee place.
I’ve asked students to write a semester-capping reflection in-class, today marking the end of the Winter 2018 semester at EMU and, with it, the final session of WRTG121: Composition II: Researching the Public Experience. The prompt occasions a letter noting takeaways in terms of attitudes and habits relating to writing, command of language, and grasp of research processes, although it’s a stacked ask insofar as its privileging ground and anchorage qua affirmations of footing, solidity, presumptions of growth that value lodging over dislodging, mooring over unmooring. Another way: might just as well be asking about attitude-habit upheavals, a churn of language, ungrasp of research processes. Whatever of the teaching-learning paradoxes, here are a few of the takeaways for me:
- Our curriculum moves swiftly from establishing researchable questions and attempting, with the aid of systematic note-keeping, a brief proposal and cursory lit review, next to carrying out a microstudy documented with research memos that adheres to an appropriate research method, and finally to a pair of presentational moves, one in-class (elevator pitch to peers with careful consideration of slidecraft), one at the Celebration of Student Writing. Much of the semester felt to me to be balanced and right-paced, although at the end, two presentational gestures left one (the CSW) lagging secondarily a bit, without enough time to develop it fully.
- That said, the curriculum remains promising in that there surfaced (for most?) a more obvious and followable connection among an evolving researchable question (or series of questions), sources gathered and annotated in association with the question, the enactment of methods chosen as ways of following rigorously the question out into the world, and the variations on presenterly circulation that care for translation of a nuanced research process into something shareable. Obvious and followable: this, according to students who informally related not having especially much experience with being guided to undertake research writing this way.
- Our program’s bundle, Understanding Rhetoric and EasyWriter, primes this approach, introducing key ideas and standing readily by as consultatory resources for reminders and support, though at moments this reminding and support isn’t quite enough due to my assumptions about everyone’s remembering these materials as backdrop. I forget to say, use these books in this way (even after reading selections or pitching and modeling usefulnesses at the semester’s outset). Thus, the consultatory function of these books, this semester, seemed to fade, seemed to follow a declining use-trend, when I’d imagined an increase, expansion, uptick.
- In future semesters, when teaching a class like this one, I may try to do more to poll students before the semester begins, to think together and ahead about thematic orientations. We ventured into environmental justice this semester, but I’m not convinced that the explicit and direct attention we devoted to EJ at the outset sustained as the semester wore on. It felt to me like the most prominent concerns of EJ quieted as our efforts shifted to more tightly tailored research projects; with this is that inevitable tension between the general and the acute, between the frame and the pixel.
- Early-semester one on one conferences continue to be tone-setting for interpersonal rapport that builds as a semester goes. This practice is reasonably enculturated in the FYWP at EMU, carried out section for section for section, but it’s a practice I’d like to extend with focal intention to other classes I teach, doing more with these scheduled conversations while also thinking about how to keep them student-led and only in minor ways repetitive.
That is it. Enough for forty minutes of in-class writing. Enough to say the semester that was, was. Enough to mark even lightly a few of the details I’ll carry for a while hereforward.
EMU’s First-year Writing Program invites you to join us in Ypsilanti on Friday, March 23, for the 2018 Winter Colloquium. Dr. Melanie Yergeau will present at 10:30 a.m., “Black Mirror Meets the Classroom: Neurodiversity and Social Robots.” After lunch, at 1 p.m., she will lead a writing pedagogy workshop, “Disability, Access, and Multimodal Pedagogies.” For more information, contact Derek Mueller, Dir. of the First-year Writing Program, at firstname.lastname@example.org, or Rachel Gramer, Associate Dir. of the First-year Writing Program, at email@example.com.