{"id":6564,"date":"2006-05-26T17:00:45","date_gmt":"2006-05-26T17:00:45","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2006\/05\/26\/coursework-retr\/"},"modified":"2006-05-26T17:00:45","modified_gmt":"2006-05-26T17:00:45","slug":"coursework-retr","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2006\/05\/26\/coursework-retr\/","title":{"rendered":"Coursework Retrospective, or What Just Happened?<\/i>"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 3<\/span> mins<\/span><\/span>

I’ve been thinking about coursework for some time this afternoon. I
\nfinished coursework two weeks ago, and I’ve been roughing out some of the
\nmaterials in preparation for exams. My program requires
\na brief reflective essay<\/a> as a step
\ntoward proposing qualifying exams. Basically, the process of writing the
\nessay is meant to crystallize, for us and our committees, favorite theorists<\/i>\/ies<\/i>,
\nintellectual sparks\/combustibles, trends and patterns, habits of mind, formative
\nidentities as scholars and teachers, and the like.<\/p>\n

<\/p>\n

I could work from unaided memory on such a piece, reaching back, as well as I
\ncan, to account for the overarching effects and the various minutiae shaping the
\npast two years. I can remember most of it, most of what I’ve read, written and
\ndiscussed, that is. But I’m equally interested in reflecting on the
\ncoursework phase using the data available to me. And so I’ve started to
\npull together some of it here, on down in this entry. Two aggregative
\nlists: first, all of the assigned reading from twelve courses, and second, a
\ncompilation of the works cited in the seminar papers I wrote during these two
\nyears. <\/p>\n

The lists are not inclusive of everything<\/i> I’ve read since August of
\n’04. I should be clear that works cited in conference papers, for example,
\nwon’t appear here. I’ve done nothing to indicate reading undertaken on the
\nedges of formal coursework, either, so you won’t find Sirc’s English
\nComposition as a Happening<\/i> or Barthes’ Camera Lucida<\/i> on either list
\n(their absences, though, do make me wonder why they didn’t have places in
\nseminar papers). You also won’t find any of the materials I’ve taught: McLuhan’s
\nMedium is the Massage<\/i>, chapters from Mike Davis or David Sibley, or
\nThe Cluetrain Manifesto<\/i>. The lists are merely samples, illustrative
\ncollections maybe. <\/p>\n

Posting such collection to the web runs the risk of misrepresenting my program’s
\ncurriculum. That said, the list of readings from coursework is, well,
\nreflective only<\/i> of the courses I<\/i> took. While not necessarily
\nindicative of my program’s curricular consensus or grounding, all of the
\nreadings were assigned. Eleven of the twelve courses I took fell within the
\ndepartment. Yet, because of the range of course options, the coursework
\nreadings wouldn’t be an identical match with one kept by any other student (it’s
\nmy idiosyncratic thumbprint, in other words, as singular as a retinal scan). And
\nfor subsequent cohorts of students, the selections will morph, shifting shape at
\nthe hand of the respective faculty member. By no means should either list
\nbe understood as determinative on a programmatic level. Still, the lists tell me
\nsomething about what I’ve been doing over and above my memory and present
\nvantage point. What else might aggregative lists tell? How else might such
\ncollections be useful?<\/p>\n

Beyond the introspective, reflective uses for such lists, I wonder, too, how
\nthey compare to other programs of study in rhetcomp or other disciplines.
\nMore reading or less? More rigor or less? Greater or lesser
\ntheoretical, historical, methodological, pedagogical or political orientations
\nrepresented in the lists? Adequately coherent or alarmingly diffuse (i.e.
\nyou read what<\/i>?!)? And how might lists like these corroborate with the
\nfelt senses or intuitive knowledge of faculty members, faculty teaching in
\ncomparable graduate programs, prospective students or others in my cohort?<\/p>\n

Let me say just a bit more about the lists themselves. I’ve marked
\nitems making multiple appearances. Appearing more than once in coursework:
\nRoland Barthes, Ann Berthoff, Kenneth Burke, Judith Butler, Amy Devitt, Janet
\nEmig, Keith Gilyard, Andrea Lunsford, Carolyn Miller, Alondra Nelson, Louise
\nWetherbee Phelps, Jim Porter, Paul Prior, Barbara Rogoff, Louise Rosenblatt,
\nGeneva Smitherman, and Mark Taylor. Oddly enough, none of the repeat figures
\nfrom the assigned reading match with the repeat figures in my seminar projects:
\nA. Suresh Canagarajah, Johanna Drucker, Anne Ruggles Gere, Franco Moretti,
\nDonald Norman, Raymond Williams, and Kathleen Blake Yancey. Multiple appearances
\nin the seminar projects might refer to the same work; this just means that I
\nused something–Williams’ Keywords<\/i>, for instance–in more than one
\nproject. In fairness, the reading lists from early coursework aren’t as detailed
\nas the citation list. I’ve glossed at least a handful of articles and
\nshorter pieces from that first semester and, perhaps, even missed a couple of
\npieces since (optional readings, items in collections\/anthologies, etc.). <\/p>\n

I hope it’s clear that I’m not posting these to satiate a deep-down
\nnarcissistic desire or to put my program out there in any way. If scrutiny
\nor critique is due, you’re welcome to share it. For now, I’m simply
\ninterested in raising the question: What might such lists tell us that we don’t
\nalready know? What kind of evidence is this? I compiled the lists in Excel, and
\nI have columns with other criteria like course number and semester (1-4) for
\neasy sorting. But what other metrics w\/c\/sh-ould apply? What might it
\nsuggest, for example, to triangulate these lists with the lists shaping up for
\nexam areas? With the works cited in the diss? Or to sort by date, length
\nor other typologies (genre, disciplinary orientation, web-based-ness,
\narticle-or-monograph, and so on)? What will be the value in glancing through
\nthese collections in five years? Or ten? <\/p>\n

Or in circulating–among faculty and students–a similar sort of record for
\nall students in a particular graduate program? Too much transparency? Needless
\ntransparency?<\/p>\n

The lists:
\none for
\ncoursework<\/a>;
\none for
\nseminar paper citations<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"

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For several weeks, I've been checking off each item read, adding up the remainders, subtracting them against the days left until. Qualifying exams, whatever else\u2026","rel":"","context":"In "Qualifying Exams"","block_context":{"text":"Qualifying Exams","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/exammunition\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6612,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/09\/03\/notes-systems\/","url_meta":{"origin":6564,"position":1},"title":"Note Systems","author":"Derek Mueller","date":"September 3, 2006","format":false,"excerpt":"Success in qualifying the CIA accounting exam and later with the diss depends upon a reasonablycomprehensive note-taking system. It's true, it's true. Who would argue? (And soit's a truism hardly worth restating). 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Yo.! I officially submitted my qualifying exam proposal today. It's a formality in the sense that I've been reading for several weeks, but a formality, nonetheless, that moves me one small step closer to sitting for them in ten weeks (or quite possibly sixteen weeks).","rel":"","context":"In "Qualifying Exams"","block_context":{"text":"Qualifying Exams","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/exammunition\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/ccr.syr.edu\/~dmueller\/vitae\/dmueller2.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":6593,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/07\/27\/indexical-think\/","url_meta":{"origin":6564,"position":4},"title":"Indexical Thinking","author":"Derek Mueller","date":"July 27, 2006","format":false,"excerpt":"As I continue to plod ahead with preparations for qualifying exams, I'm becoming more and more cognizant of indexes and also more dependent on the them. I've used indexes more casually in the past, almost always involving them as an after-thought to front-to-back reading--as something merely referential, a auxiliary text\u2026","rel":"","context":"In "Qualifying Exams"","block_context":{"text":"Qualifying Exams","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/exammunition\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6667,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/12\/20\/peep\/","url_meta":{"origin":6564,"position":5},"title":"Peep","author":"Derek Mueller","date":"December 20, 2006","format":false,"excerpt":"Finally, I'm emerging from the examatrix, relaxing the strainpuff closing in around my tired eyes and beginning to see the light fuzz of day. Solstice coming up? Oh. 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