{"id":6042,"date":"2004-03-22T21:33:32","date_gmt":"2004-03-22T21:33:32","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2004\/03\/22\/the-loving-resi\/"},"modified":"2004-03-22T21:33:32","modified_gmt":"2004-03-22T21:33:32","slug":"the-loving-resi","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2004\/03\/22\/the-loving-resi\/","title":{"rendered":"The Loving Resistance Fighter"},"content":{"rendered":"<span class=\"span-reading-time rt-reading-time\" style=\"display: block;\"><span class=\"rt-label rt-prefix\">\u23f3 Approximate reading time: <\/span> <span class=\"rt-time\"> 3<\/span> <span class=\"rt-label rt-postfix\">mins<\/span><\/span><p>Last chapter of Postman&#8217;s <i>Technopoly<\/i> for class tomorrow. After that,<br \/>\n106ers are on to a series of articles about Powerpoint and the problems with<br \/>\ntech-dazzle mesmerization, the rhetoric of blurb and bullet (adapted heavily<br \/>\nfrom <a href=\"http:\/\/ncarbone.blogspot.com\/TeachingWriting\/index.html\" >Traci<br \/>\nGardner and Nick Carbone at TWiaOW<\/a>).<\/p>\n<p>For the past day, I&#8217;ve been grinding over how to respond to an email from an<br \/>\ninstructor who teaches two sections of the online version of 106 I<br \/>\ndeveloped. Since I&#8217;m the developer, I field questions from the instructors<br \/>\nof the various sections from time to time, doing what I can to tease out<br \/>\neffective practices or, in some cases, return to the drawing board to tweak the<br \/>\ncurricular plan. Here&#8217;s the note:<\/p>\n<blockquote><p>\nI made a small accommodation-change this past term, one which may be worth sharing. I<br \/>\n  required students to include their thesis statements right below the title to help me with grading actually. I was amazed; only [a few] students [&#8230;] completed this task with some degree of competency; some did get better, but all-in-all it was an enlightening experience concerning<br \/>\n  these students.<br \/>\n  Their inability to express what they meant to do was, of course, manifest in their essays. At least I had a  clearer how-to-improve target.<br \/>\n  Thanks, F.\n<\/p><\/blockquote>\n<p><!--more--><\/p>\n<p class=\"MsoNormal\"><span>The forces bearing on this predicament are considerable.&nbsp;<br \/>\nThe practice suggested by F. is not one I want to wrap my arms around in an<br \/>\naffectionate bear-hug.&nbsp; But I think I understand why he&#8217;s doing what he&#8217;s<br \/>\ndoing (and although I paused before bringing this issue to EWM, I decided that I<br \/>\nwant to take up more issues related to teaching writing with a heavy dose of<br \/>\ntechnological mediation).&nbsp; So here&#8217;s why.&nbsp; One problem is that the<br \/>\ninstitution has a rather flexible set of admissions standards for students who<br \/>\nenroll via distance learning (from one of several campus centers). Not unlike<br \/>\nMina Shaughnessy&#8217;s efforts with Open Admissions at CUNY, we are involved with an<br \/>\ninstitution whose students vary tremendously in their confidence, preparedness<br \/>\nand experience with writing before crossing over to the University&#8217;s lower<br \/>\ndivision courses. And it seems to be a more difficult enterprise (teaching as<br \/>\nenterprise?) when we come at basic writing issues online, exclusively <i>in<br \/>\nwriting<\/i>.&nbsp; In this arrangement, we are hampered by the absence of oral discourse to lend succor and support to tenuous processes whose fulfillment<br \/>\ndepend on skillfulness with both print literacies <i>and<\/i> digital<br \/>\nmedia. So it&#8217;s tricky. And I can understand F.&#8217;s accommodation,<br \/>\nalthough I will probably suggest something slightly different, something,<br \/>\nperhaps, like having the student italicize the essay&#8217;s central premise in<br \/>\ncontext (which might mean locating it in one or two places, or more than one<br \/>\nsentence). Insistence on perfect, one-line theses reminds me of the kind of<br \/>\nreductive oversimplifications ideologically embedded in PowerPoint&#8211;the very<br \/>\nroots of which are under heavy scrutiny for their failures in situations<br \/>\ndepending on nuanced, elaborate arguments and expositions. So, while there could be a fair amount of protracted debate about whether a FY writing classroom (be it online, even) is the <i>place<\/i> for nuanced, elaborate, subtle, sophisticated arguments and expositions more than their formulaic counterparts (five-paragraph, etc.), I almost always prefer the complex to the simple on this score.&nbsp; Something about floating a one-line thesis statement to the front, slotting it like an epigraph atop the lead page troubles me for the way it privileges that one line and diminishes the sorting out and wrangling that is the better body of the written attempt.  And, of course, this could be a gross oversimplification of the problem.<\/span><\/p>\n<p class=\"MsoNormal\"><span>So how would you respond to the email pasted<br \/>\nhere?&nbsp; What do you think of the practice of migrating the thesis to the<br \/>\ntop, floating it like so much balsam to the murky water&#8217;s edge?<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p><span class=\"span-reading-time rt-reading-time\" style=\"display: block;\"><span class=\"rt-label rt-prefix\">\u23f3 Approximate reading time: <\/span> <span class=\"rt-time\"> 3<\/span> <span class=\"rt-label rt-postfix\">mins<\/span><\/span>Last chapter of Postman&#8217;s Technopoly for class tomorrow. After that, 106ers are on to a series of articles about Powerpoint and the problems with tech-dazzle mesmerization, the rhetoric of blurb and bullet (adapted heavily from Traci Gardner and Nick Carbone at TWiaOW). For the past day, I&#8217;ve been grinding over how to respond to an&#8230;<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[163],"tags":[],"class_list":["post-6042","post","type-post","status-publish","format-standard","hentry","category-dry_ogre_chalking"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.1 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>The Loving Resistance Fighter - Earth Wide Moth<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.earthwidemoth.com\/blog\/2004\/03\/22\/the-loving-resi\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"The Loving Resistance Fighter - Earth Wide Moth\" \/>\n<meta property=\"og:description\" content=\"\u23f3 Approximate reading time:  3 minsLast chapter of Postman&#8217;s Technopoly for class tomorrow. 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