{"id":6676,"date":"2007-01-09T21:40:24","date_gmt":"2007-01-09T21:40:24","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2007\/01\/09\/stillunbuilt\/"},"modified":"2007-01-09T21:40:24","modified_gmt":"2007-01-09T21:40:24","slug":"stillunbuilt","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2007\/01\/09\/stillunbuilt\/","title":{"rendered":"Still-Unbuilt"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 2<\/span> mins<\/span><\/span>

Classes begin one week from today, and so I’ve been wrenching and soldering
\nthe course I’m slotted to teach. The syllabus must<\/i> be ready one
\nweek in advance of the semester (i.e., today) so that our plans and projections
\ncan be vetted, held up alongside what’s acceptable. And once the syllabus
\nis vetted and approved, TAs are awarded their precious copy codes. That said,
\nI’m teaching an online section this semester, and so it’s entirely possible that
\nI won’t make a single photocopy over the next sixteen weeks. It’s a
\nsection of Studio II<\/i>, the second course in SU’s two-course composition
\nsequence, a course normally taken during the second semester of the sophomore
\nyear. But the section I’ve been appointed is designated for "seniors
\nonly," which means that there will be ten or so seniors enrolled who will
\ngraduate in May and who have yet to take WRT205 for any number of reasons.
\nRather than explain my plan here, feel free to check out the
\n
\nsyllabus<\/a> if you’re so inclined. You should be warned that the front
\npiece looks like garbage in IE, but I’ve checked it for CSS compliance and it’s
\nlooks dandy in Firefox, Netscape, and Safari–just like I want it to look. And
\nyeah, I have been futzing with style sheets just for kicks in the last day or
\nso.<\/p>\n

<\/p>\n

I still have a fair amount of work to do for the course in the days ahead,
\nbut I’m confident that what’s there will go off without a hitch. Holding
\nface-to-face conferences is, as my reviewer pointed out to me, a wildcard, but
\nas I imagine it, it will be significant to meet once at the library for everyone
\nwho is relatively near to campus. Even in such cases where it’s impossible to
\nmeet, we can use Skype or telephone to chat about the first project and what’s
\nto follow. <\/p>\n

I never said much about it, but the course I taught in the fall, WRT302,
\nimproved markedly down the stretch. In fact, on the final day, one day before I
\nsat my major exams, everyone wanted to stay and spend time with each others’
\nfinal projects. I mean that I said we could end a few minutes early since
\neveryone’s stuff was turned in, and they asked if they could look at the
\nculminating projects on the big screen. So we stayed until the last minute
\nof class, watching together the impressive work they’d composed. I’m reminded of
\nthis as I head into the new semester because, along with getting the syllabus
\nready for the upcoming 205, I’ve been arranging some of my
\nteaching materials<\/a>
\nand getting a few more pieces, like
\nteaching evaluations<\/a>, online. I have
\nmixed feelings about sharing the evals because, read apart from the course, the
\ncommentary they offer–good<\/i> and bad–is inevitably vague and ambiguous.
\nYet, to spend much time explicitly rationalizing specific comments seems
\nexcessive (even when I’ve done this quietly, privately). I learned: This<\/i>
\nstudent liked an group work; that<\/i> one preferred to work alone.
\nOne<\/i> student thought Barthes was the highlight; another<\/i>, DJ Spooky.
\nEvaluations are useful only insomuch as they are understood as the average
\neffect, the studium<\/i> of pedagogy. What more be said about the evals is
\nthat they tell me this: rarely do I have a set of students who end the semester
\nof a like mind. That is, if the purpose of mass education is to replicate
\nideas–to grind the burrs from the automatons, something’s gone wonderfully
\nwrong. Anyway, I’ve been putting teaching evaluations up, too, and thinking
\nabout the limits of what that might mean.<\/p>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> 2<\/span> mins<\/span><\/span>Classes begin one week from today, and so I’ve been wrenching and soldering the course I’m slotted to teach. The syllabus must be ready one week in advance of the semester (i.e., today) so that our plans and projections can be vetted, held up alongside what’s acceptable. And once the syllabus is vetted and approved,…<\/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":[291],"class_list":["post-6676","post","type-post","status-publish","format-standard","hentry","category-dry_ogre_chalking","tag-teaching"],"yoast_head":"\nStill-Unbuilt - 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\/2007\/01\/09\/stillunbuilt\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Still-Unbuilt - Earth Wide Moth\" \/>\n<meta property=\"og:description\" content=\"\u23f3 Approximate reading time: 2 minsClasses begin one week from today, and so I’ve been wrenching and soldering the course I’m slotted to teach. 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I haven't taught the class before, which only means that its materials this time are spun provisionally from many influences--an independent study and qualifying exam at SU, Michael Salvo's syllabus,\u2026","rel":"","context":"In "Dry Ogre Chalking"","block_context":{"text":"Dry Ogre Chalking","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/dry_ogre_chalking\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6807,"url":"https:\/\/www.earthwidemoth.com\/blog\/2007\/08\/09\/assorted-prepar\/","url_meta":{"origin":6676,"position":3},"title":"Assorted Preparations","author":"Derek Mueller","date":"August 9, 2007","format":false,"excerpt":"Making preparations for the fall, I have posted the syllabus and in-progress schedule for the course I will start teaching later this month. Most of what is posted comes from the shared syllabus for new TAs. I decided to use the shared syllabus because it connects with a lot of\u2026","rel":"","context":"In "Rhythms"","block_context":{"text":"Rhythms","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/rhythms\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6697,"url":"https:\/\/www.earthwidemoth.com\/blog\/2007\/02\/13\/certainties\/","url_meta":{"origin":6676,"position":4},"title":"Certainties","author":"Derek Mueller","date":"February 13, 2007","format":false,"excerpt":"B. Franklin left it at death and taxes, right? As I teach SU's research-based second semester writing course to seniors (and only seniors), I'm feeling the weight of the death-n-taxes counterpart in academic writing: length limits and deadlines. Two unavoidable encumbrances. 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