{"id":6141,"date":"2004-08-18T14:40:31","date_gmt":"2004-08-18T14:40:31","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2004\/08\/18\/i-herd-you-the\/"},"modified":"2004-08-18T14:40:31","modified_gmt":"2004-08-18T14:40:31","slug":"i-herd-you-the","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2004\/08\/18\/i-herd-you-the\/","title":{"rendered":"I Herd You The First Time"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 4<\/span> mins<\/span><\/span>

I won’t be able to post this until tomorrow morning. My net access tonight
\n was restricted to a short sprint of email checking in the CCR lounge and mailroom
\n just before walking back home from a full day of orientation sessions with the
\n graduate school. <\/p>\n

So that’s it: orientation. We’re toggling between large groups sessions and
\n smaller, mini-groups, for things such as microteaching<\/font>
\n presentations. My dog and pony show danced to the beat of the five-minute version
\n of aggregation and feedlines as the latest informatics of the WWW (as if from an introductory research writing course).
\n The microteaching<\/font> demos are taped; we’ll watch and critique
\n them tomorrow. <\/p>\n

One of the large group sessions today was on "active learning." We
\n were asked to–quick!– think up a list of qualifiers that constitute active
\n learning as something distinctly different from passive learning, I guess.
\n I was thinking along the lines of, if it burns calories, it’s active, when someone
\n in the front piped up with "learning by doing." This was one among
\n many on the list, of course. Then the session speaker took up the problem of
\n learning something abstract or dead, something that cannot be done<\/i>. Something
\n about doing<\/i> 5th c. B.C. Greece. You can’t do<\/i> that, right? [Rhetoric?
\n Olympics?] <\/p>\n

Another side of this session, in front of all the U.’s TAs called on us to
\n think of ways we’ll prefer active<\/i> learning in our teaching this fall
\n (rather than advocating couch potato essayism<\/i> or worse). Working from
\n a volunteered example course–WRT105<\/i>, someone in the front again–lots
\n of TAs started chiming in with their experiences in writing classes. In no time,
\n it was abundantly clear that chaste, parochial conceptions of writing are widespread–no
\n surprise. This was again clearer when someone asked how<\/i> TAs in WRT105
\n will teach sentence diagramming. Lots of interchange. Talkity talk, and a clarification
\n that WRT105 is a course concerned with argumentation<\/i>. Argument=binaries,
\n came next. Pick sides, debate, two camps, polarities, either-ors. But one of
\n the points of emphasis in the WRT105 plan is that argument is most formidable
\n when fashioned out of analysis<\/i>. And I appreciate this distinction, not
\n as much for the way analysis commonly connotes endless parsing and dissection
\n (for the sake of dissection and parsing), but for the place of close reading<\/i>
\n and discourse analysis<\/i> in argumentation. Within a few minutes, I started
\n daydreaming about cue intricacy<\/i> and intimacy<\/i> as the indispensibles
\n in effective argument. And then the session was over.<\/p>\n

I hope I don’t seem underhanded or whiny here. I’m still upacking, then unpacking
\n more. And I only want to comment on one other session–an afternoon hour on
\n "Academic Integrity." Lead question: How do people cheat? Responses:
\n making stuff up, copying from sources, pay someone to write it for you, manipulate
\n a professor, work collaboratively when it’s not a collaborative assignment,
\n cooking<\/i> the evidence, and re-using one’s own work. It was neither the
\n place nor the time for wave-making, so I kept mostly quiet despite my sense
\n that many of these sins might be IDed as twins of more common, desirable writing
\n practices–the very sort we encourage: invention, collaboration, integration,
\n reiteration, etc. And of course there are distinctions, but I continue to be
\n one of the laggards when it comes to all the rushing around and alarm-sounding
\n about crises in academic integrity. Last one out of the building. Why? Because
\n it’s part of our charge as teachers to teach it assertively rather than defensively.
\n We really ought to want students to do well, yet much of the venom and mud the
\n comes with the plagio-police neglects to see citation systems in their larger
\n context or as something about which we could\/should\/must accept some responsibility.
\n After that, gross abuses and dishonesty–like diss. fudging–should be treated
\n seriously, as should some of the deliberate efforts to steal, lie, rob and connive.
\n Another part of the session fell under the bullet, "Who’s hurt by cheating?"
\n and the more I thought about it, the more I thought that practically nobody<\/i>
\n is hurt. <\/p>\n

Okay, so stealing ideas can impact the maker of the original. Fair enough.
\n But the argument that the institution’s reputation is soiled each time a case
\n of student cheating goes unpunished strikes me as a broad, tough-to-support
\n trajectory. What evidence? Does this mean the habitual cheater who, after graduation,
\n is proven incompetent, mars the institution’s glossy reputation? Maybe. If so,
\n name the institutions falsely cited as degree-granting in any of the recent
\n fraud cases. [Note that I’m assuming this contrarian position more as an exercise
\n in tinkering with the unsettled than as an all-out dismissal of the U.’s concern
\n for dishonesty. It’s not that I condone cheating. In fact, when caught, egregious
\n plagiarism gets a failing grade, a furrowed-brow of disgust, and so on. But
\n I’m not sold on this idea of hurt<\/i>…there’s more.]<\/p>\n

Cheating wastes teachers’ time and dashes our (naive) sense of didactic sanctity
\n (or whatever). It insults much of the work we do, undermines the high regard
\n we have for genuine intellectual engagements with our courses, as designed.
\n But "who’s hurt"? How does that hurt<\/i> manifest? What is an example
\n of the hurt<\/i>–brought about by a single case of cheating or a full-bore
\n epidemic? What, specifically, was hurt and what does the injury look like? Beyond
\n the victim of robbery<\/em> hardship (which is no small thing), I’m wondering
\n about the nature of the hurt that comes from academic dishonesty. Aside from
\n frustration and sirening, I can’t tell what that hurt looks like. Maybe we’re
\n doing such a great job busting the plagiarists that the whole plot is generously
\n over-imagined.<\/p>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> 4<\/span> mins<\/span><\/span>I won’t be able to post this until tomorrow morning. My net access tonight was restricted to a short sprint of email checking in the CCR lounge and mailroom just before walking back home from a full day of orientation sessions with the graduate school. So that’s it: orientation. We’re toggling between large groups sessions…<\/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":[161],"tags":[],"class_list":["post-6141","post","type-post","status-publish","format-standard","hentry","category-slouching_toward"],"yoast_head":"\nI Herd You The First Time - 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\/08\/18\/i-herd-you-the\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"I Herd You The First Time - Earth Wide Moth\" \/>\n<meta property=\"og:description\" content=\"\u23f3 Approximate reading time: 4 minsI won’t be able to post this until tomorrow morning. 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