Tuesday, November 17, 2009

Just Walk on By: Or a Scott Family Thanksgiving

I love Brent Staples's work, and I especially enjoy reading these two pieces about his ability as a black male to alter public space. Like Malcolm Gladwell's work, these two pieces make me question my own behaviors and social conditioning. Students typically prefer the MS. version--tempered in its anger, empathetic toward his "victims". Not me. I like the discomfort the version that appeared in his autobiography causes me. With a few moderate changes to wording, I become one of his victims . . . and I feel guilty about it. It is incredible a writer can elicit such response in a reader. But the real genius of his pieces is that he is able to take the same story and present it from two diametrically opposed perspectives. I think this is revision at its best. As a writer, we don't always have opportunities to change our perspectives so drastically . . . but I think being open to such changes, to look for such opportunities, can lead to growth. I've been pondering a blog post I wrote last semester about my family's Thanksgiving. I've revised it in much the same way Staples has.

A Scott Family Thanksgiving: 1st version

I have many identities–I am a mom, a wife, a professor, a best friend. But within my family (in which I include my parents and my two much-older sisters), what defines me most is that I am the baby . . . even at my 30-something age. I feel this identity most during the Thanksgiving holiday.

It has become tradition that my family gather at our beach house in the Outer Banks every Thanksgiving. First, it was just the five of us, but as my siblings and I aged and started our own families, we grew to a group of eleven. This Thanksgiving, due to distance, divorce, and general disinterest, our group was diminished to seven: my parents, my husband and son, my oldest sister, one of my nephews, and of course, myself.

As with every Thanksgiving, the day begins with my mother rising early to prep the turkey. While she does that, my oldest sister begins the laborious task of chopping . . . celery, onion, shallots, carrots, potatoes, winter squash . . . whatever the menu requires. And as my oldest sister chops, past holidays would have my other sister assembling. My mom manages, organizes, coordinates. And what do I do? As the youngest of the family, I have always been relegated to the role of kitchen lackey. In layperson’s terms, that means I clean up the messes my sisters and mother make.

This year, I had been hopeful that since one of my sisters would not be observing the holiday with us, I would graduate from lackey to chopper . . . or maybe even assembler. I knew better than to wish for any position of greater power . . . certainly not kitchen manager. It was with these hopes that I arose from my slumber early Thanksgiving morning with my mother . . . I even beat my oldest sister to the kitchen. And then I made a fatal mistake. I asked what I could do to help. My mother’s response? “Wake your sister.”

While I know I risk sounding whiny and arrogant, I truly cannot understand my exile from the kitchen except to think my mom looks at me and still sees the clutzy, pig-tailed little girl I left behind nearly fifteen years ago. What is most disappointing about this kitchen cast is that I am a good cook. Heck. I am an excellent cook. If I weren’t a teacher, I’d own an uptown bistro. I love being in the kitchen . . . I should be making messes . . . not cleaning them up. So it is difficult to swallow my pride and wash dishes for four hours straight. But I have the water-logged finger tips to prove that I’ve done (and continue to do) it.

I have secret fantasies of exacting revenge on the other women in my family for my exile. In one scenario, I am charged with the task of keeping my father out of the oven (this would fall under the role of kitchen manager, I am sure). I deceptively offer an air of pride and determination in successfully completing the task, but when my father comes by almost hourly to open the oven door and inhale the heady aroma of roasting bird, I step aside and answer my dad’s wink with a smile. He doesn’t know he’s become party to my vengeance. When, five hours later, my mother complains about how long the turkey is taking to cook, I mimic her confusion and frustration. “Maybe the oven thermostat is broken,” I hear myself offer. I don’t even protest when, exasperated, she removes the bird well before its time. At dinner, I sit back and enjoy the green bean casserole and mashed potatoes. I don’t eat any turkey. I never have.

A Scott Family Thanksgiving--Second version

After the passing of my paternal grandparents during my early adolescence, it became tradition that my extended family gathered at the family homestead located on the New River during summer holidays--my Aunt Susie and her husband, my Uncle Johnny and his wife Ginnie, my parents, and of course the mass of children (my dad's family is rooted in Appalachia, so in all, there were twelve in our brood). As a teen, these weekend visits were the highlight of my summer. I couldn't wait to run down to the river and jump in, competing with my cousins to be the most daring. These were good times. We were family and the close bond we all shared was unique among my peers, many of whom had never met members of their extended families.

But as I grew older and entered adulthood, relationships became strained. I'm not sure if there was a particular conflict or if the tension grew over time, but at some point, a rift grew between my family and the rest, especially between my mother and my aunts. Whereas at one time, the women of the family would sit on the porch sharing stories of motherhood, my mom now sat alone (or more likely with me) on the back deck while my aunts shared a bottle of Merlot on the front porch. We all put on a good show when necessary, but when the tasks of the day did not demand it, we segregated ourselves in our little corners.

One Easter (always the first visit of the season), things came to a head.

As with every Easter, the morning began with the women rising early to start cooking. The prepping of the turkey was my mom's job in day's past, a role she had embraced. As she did that, Ginnie would begin the laborious task of chopping . . . celery, onion, shallots, carrots, potatoes . . . whatever the menu required. As Ginnie chopped, spiced, and mixed, Susie managed, organized, coordinated.

But on this particular Easter, the roles were, apparently, reassigned. Susie arose early enough to disembowel the bird herself. By the time my mother arrived in the kitchen, the bird was rubbed, tied, and ready to go in the oven. "What can I do to help?" my mother asked, showing no sign of surprise or bird envy. "Wake up Ginnie," my aunt replied. For the next several hours, my mother was relegated to the role of kitchen lackey. In layperson’s terms, that means she cleaned up the messes the Aunts made. And this has been her role in the kitchen ever since.

While I know I am biased, I truly cannot understand my mother's exile from the kitchen. She is a good cook. Heck. She is an excellent cook. She should be making messes . . . not cleaning them up. I imagine it is difficult for her to swallow her pride and wash dishes for four hours straight. But she has the water-logged finger tips to prove that she's done it.

In recent years, my mother and I have shared secret fantasies of exacting revenge on the other women in my family for her exile. In one scenario, mom is charged with the task of keeping the men out of the oven and away from the bird throughout the day. My mom deceptively offers an air of pride and determination when assigned the task, but when my father comes by almost hourly to open the oven door and inhale the heady aroma of roasting bird, she steps aside and answers my dad’s wink with a smile. He doesn’t know he’s become party to our vengeance. When, five hours later, my aunt complains about how long the turkey is taking to cook, my mom mimics her confusion and frustration. “Maybe the oven thermostat is broken,” I hear my mother suggest. She doesn’t protest when, exasperated, my Aunt removes the bird well before its time. At dinner, the two of us sit back and enjoy the green bean casserole and mashed potatoes. We don’t eat any turkey. Wouldn't be prudent.

Wednesday, October 21, 2009

“Social Citizens” by Allison Fine

What is Fine’s purpose in writing? What goal(s) does she have for this text? Who is her audience? Find a sentence/passage where she communicates the rhetorical situation and paste it below.

I think there are actually two audiences for this piece. Fine was hired by the Case Foundation to research millennials and write this piece, so it is an immediate audience, along with other non-profit organizations who would like to recruit youth and young adults for their causes.

A secondary audience is millennials, themselves. On the opening page of the paper, Fine says the paper opens upon more questions than it answers, and she asks millennials to offer feedback.

Fine makes many, many assertions about “millennials” in her text. What is one assertion? How does she support it? Is the support effective? In other words, does it build her logos effectively? Explain. Based on your experience as a member of the “millennial” generation, do you agree? Explain.
One assertion is that today’s millennials are global citizens who embrace diversity. She explains this assertion by noting that this generation has moved around a lot; she also notes the paradox that at the same time, this generation is most likely to have lived, attended school, and worked in communities that lack economic diversity. Beyond these explanations that I can only assume are based on her field research, I don’t see a lot of support. Overall, I think her logos in the paper is weak. She uses some outside research, but it seems hardly adequate given the scope of her piece and the magnitude of generalizations she makes about millennials. Too, her field research is based on surveys and interviews with only 30 people.

How does Fine’s piece clarify some of the observations Spanier made in “Is Campus Activism Dead”? How does she account for millennials’ lack of interest in protesting?
Fine explains that while millennials are more trusting of the government, they feel disenfranchised by it; they don’t know how to access it; they feel powerless to evoke policy change. Given these attitudes, it makes sense they’d see little use in protesting. Instead, these students are interested in social change at the local level.

What are some of the dangers/drawbacks of online activism, according to Fine’s text?
One of the obvious dangers is that it breeds homogeneity and a narrowed scope of causes, according to Fine’s research. Millennials on facebook are likely to be friends with those who already share similar interests. Thus they aren’t likely to join causes they aren’t already familiar with. Too, I guess there is a credibility issue concerning the generation gap. There are still old school thinkers out there who are quick to dismiss acts of social citizenry because it is so early in the movement. We haven’t seen anything significant come out of it yet.



Overall, do you think online activism is an effective means to evoke social change? Explain.
I think it has great potential. Online activism is very “grassroots.” Millennials are operating on their own accord without being directed in a top-down, bureaucratic fashion. This makes what they are accomplishing very exciting and somehow more “real.” Most importantly, even though millennials aren’t working toward immediate policy change, they will be our future policy makers. They will come into such responsibility with a socially responsible set of values, which will make policy change well worth the wait.


What cause(s) are you considering for your class project? What makes these causes attractive to you?
One option I’d consider is doing some kind of PSA (maybe a commercial) on using wind energy to supply power to residential homes. I live in a small community that sits atop a hill. It is windy nearly every day (to the point that all my trees and shrubs have become wind burnt). It would be amazing to harness that wind and use it to power our homes, especially since the average electric bills during the winter months is about $350 (our houses range from 2500 to 3500 square feet). Economically, it would make sense in the long term, but the equipment is expensive and hard to come by. Tax breaks might make the technology more affordable sort term. My ad would offer an argument in support of the residential turbines and provide a list of sources for locating equipment and installers.
Another cause I am interested in relates to the lack of access to formal education in Afghanistan. I am a big fan of Khaled Hosseini’s books about his native Afghanistan. Even though his books are fictional, they spawned in me an interest in and concern for the children there who are growing up without ever having owned a book or been read to. I also read Three Cups of Tea over the summer, a book by mountain climber Greg Mortenson about his efforts to build schools in Afghanistan during the 1990s. As I read about his difficulties raising money and his ultimate success in building 78 different schools, I wondered what the state of the schools and education is today. My husband has a business associate in West Virginia who started a foundation called Sultan’s Daughters that raises money to build and furnish schools in Afghanistan. I think I’d include something about her organization in the project as well. As far as a medium, I think I’d use facebook or some kind of blog so that I could inspire young, educated people to become knowledgeable about and donate money to the cause.

Wednesday, October 7, 2009

Paper topic ideas for Cycle 2

Here are a few ideas to point you in the right direction for this second paper: (By the way, if you have some ideas yourself, please add them to the list by hitting reply)

  • any perspective on the Israeli/Palestinian conflict not offered by Said's "States"
  • Iraqi or Afghanistan wars from perpective of native inhabitants or from the perspectives of Syria and Jordan (countries which are hosting most of the refugees from the war)
  • modern immigration from perspective of an illegal immigrant or perhaps a legal one
  • genocides in African countries
  • Wet foot/Dry foot refugee policy from perspective of, say, a Haitian
  • Deforestation of rain forests in Asia by British, American, and European logging companies from the perspective of indigenous peoples
  • Fall of the Soviet empire from the perspective of the poor and children (Romani children, in particular, have had a difficult time accessing food, shelter, and education)
  • Any seemingly negative consequence of the fall of the Soviet empire (we tend to hear about only the positives associated with this fall)
  • The Georgian/South Ossetian/Soviet conflict--the US is supportive of Georgia in this conflict, but evidence suggests that South Ossetians actually want to reunite with Russia
  • Sweat shops in Asia, South America and elsewhere from the perspective of a worker
  • Chinese rule over Tibet from perspective of any involved party
  • gang involvement, from perspective of a young member
  • state of us agriculture from perspective of an American farmer
Overall, I think the best site to spark ideas is the MSNBC's Week in Pictures archive. Visit it at http://www.msnbc.msn.com/id/3842331 .

Friday, October 2, 2009

Tompkins: lessons learned or a game of follow the leader?

I recently asked my students to read Jane Tompkins' piece on history and textualism, "'Indians': Textualism, Morality, and the Problem of History." I was surprised by the responses of students in one of my two classes. I have taught this essay before and while students in the past have certainly found it challenging, they did not have the viscerally negative response that students in my one class this semester did. I've been trying to understand how and why this group of 18-20 year olds found the essay so inaccessible, so off-putting. Had my other group of students this semester responded similarly, I might conclude that it is a generational issue . . . Tompkins is rehashing what they already know, that her language is too foreign to them. Such was not the case, and so I am left to do a little research myself. I spent Wednesday afternoon reading through these initial posts more closely, taking in not only the rants against Tompkins, but also reading through comments to each others' posts. I set myself upon this task assuming that students were simply lazy and had not bothered to read the entire article. To an extent, I now believe I was correct. But I also discovered something else about my students that I find even more troublesome than insipid laziness. I came to such a discovery not through my reading of their blog posts, but by analyzing and assessing the comments they wrote on each others' posts.

Overwhelmingly, students admitted in the comments posted to their peers' responses that they didn't read the entire article--just as I had suspected. They were confused by the jargon; they were mad at the length (at 19 pages, it is certainly the longest piece we have read, but is certainly not the longest we WILL read this semester); overwhelmingly, they were bored. I rather expected to read these kinds of comments. I also assumed students had waited until the last minute (late night before the assignment was due) to read the article, despite my warnings against procrastination. But then I noticed the time stamps. At least two students had posted the afternoon/early evening the day before the assignmetn was due. Their posts were overwhelmingly negative. I noticed these posts had been responded to by quite a few of the writers' classmates, all agreeing with these early assessments of the article as worthless. I checked some of the posts written by those who commented. Interestingly, most of the students had commented about the reading before posting themselves. Okay . . . not much of a problem. I have, after all, advised students to read each other's work especially if they didn't understand an article.

But what if those earliest negative posts were authored by students who had evolved as leaders in the class. Is it possible these student's post spawned a class-wide backlash against the article, the author, and even me for assigning the piece? I think it is a possibility, though I certainly am uncorfortable admitting as much. Doing so would not be fair to those students who had every right to respond negatively to an article . . . and it isn't right for them to shoulder such responsibility . . . is it? Afterall, students have their own minds and chose to respond in a similar way to the article.

Still, I cannot help but think what happened with this article is a result of students reading the posts of these class leaders and feeling some how justified in responding likewise, even to the detriment of their grade. How else are we to account for the disparity in my students' posts from one class to the next? After all, students in my other class, as I mentioned, did not seem to harbor the resentment toward the article this group did though they also mentioned they struggled with the text. So what I find so troublesome now is not the apparent laziness, but the possibility that students in the class are using others (those class leaders) as crutches. They have stopped thinking for themselves and are now willing to adopt the attitudes and views of their peers. Okay, I admit this may be a generalization ... but what if it isn't?

I have no strong feelings towards' Tompkins piece one way or the other. But I assigned it because I felt students could learn a great deal from the experience of reading it. Yes, it is difficult. But in the experience of struggling with a text, don't we learn a bit about ourselves, about how we read, and how we learn? More importantly, in writing an essay that details the obstacles she, herself, encountered while conducting research, Tompkins sheds light on just how messy research can (and should) be. Often we approach research as a very linear process. We search for articles on our topics, we find them, we scan them, we pull out a couple quotes, we slap them in our papers, done. Right? Well, no, not exactly . . . certainly not if we are doing our jobs as research writers. Contrary to what we might have been led to believe, not everything has been said/written on a topic that could be. And what has been written about a topic in the past may not hold true now. More importantly, research, even quantitative research that yields numbers, must be interpreted and, as Tompkins tells us, interpretations are influenced and directed by the cultural lens through which we are looking. This is an important lesson to learn, one I fear many of my students may have allowed to pass them by.

Monday, September 7, 2009

Two more blogs

10:10 class, please add the following to the list of blogs you are following:

http://gwrtc103kait.blogspot.com/

12:20 class, please do the same for this blog:
http://jayanderson-jordan.blogspot.com

Friday, September 4, 2009

Cheating: An art of deception or act of empathy

As I read over my students' blog posts on Rebekah Nathan's piece on cheating, I found my own views on the subject become muddied. One student who professed he never received assistance admitted to giving assistance on more than one occasion. His reason? It is within human capacity to empathize and aid others. I thought this was noble. But I can think of many reasons why sometimes we shouldn't aid others. For example, if the point of education is to learn and become a more enlightened citizen, isn't it ironic that students are cheating? Others in my classes pointed to the great American Dream and the immense pressure to succeed as a reason for the culture of cheating that is so prevalent in education and elsewhere. I agree that we and those around the world expect and even idolize the American success story--but once upon a time, success was a result of hard work, not merely doing what one could to get by, even if it involved dishonesty.

When I was a new teacher and discovered my first case of plagiarism, I felt a bit violated. To me, the act of cheating was an act of disrespect for me and my class. I started checking student papers with anti-plagiarism software. When I found multiple instances of undocumented research, I even became a bit angry. I worked hard in designing a curriculum for students. Shouldn't they work as hard in meeting the goals of that curriculum? But after a while, I realized students didn't plagiarize as some collective statement against me. In fact, many liked my class and wanted to impress me but lacked the confidence or the time to do well on their papers. In part, I implemented the portfolio system because of this discovery. It has been my hope that students never feel the desperation to copy and paste from the internet for one of my papers.

Yet I still strongly believe that cheating is wrong and hurts everyone, even those not involved in the act, itself. Consider the most recent CEO scandals--Enron, Tyco, Adelphia, AIG--or Bernie Madoff. All of these people in positions of power cheated. They misrepresented their companies' financial transactions or blatantly stole, which ultimately led to the fall of their companies and, subsequently, the foundations of the American economy. There isn't a single person in America that hasn't been affected by their cheating. Sadly, it would be naive to think these men cheated for the first time when they became CEOs.

So my question to those of you out there reading this and Nathan is this: Would we be so willing to help Johnny or Sarah cheat on that college test if we knew that twenty years later, they'd behave like some of these CEOs I've mentioned above? Can we really excuse the acts of these CEOs as simply a by product of American business culture? This is where I feel Nathan misapplies the idea of cultural relativism. In order for cheating to become part of our culture, we all have to accept it--students AND teachers, CEO's AND middle class stockholders. Let's not.

Friday, August 28, 2009

Here are the urls for your classmates blogs. You should follow/subscribe to each blog in your class (but not necessarily my other class). To follow a blog, you can add the url to the "blogs I am following" window in your dashboard (click the Add button and type the url) or you can visit each individual blog and click the Follow button at the top right of the screen.

Once you are established as a follower of a blog, you can read new posts within your dashboard.

Alternatively, you can subscribe to blogs by navigating to each blog and clicking the Subscribe link at the bottom of the page. You'll need to use a reader, such as Google Reader, to view new posts.

10:10 class blog urls

hencheaw.blogspot.com
kolonakm.blogspot.com
chanjn08.blogspot.com
mkg3091.blogspot.com
carte2js.blogspot.com
charlinesblog.blogspot.com
zachblog123.blogspot.com
charlesross33.blogspot.com
kweinberg821.blogspot.com
benbuccola.blogspot.com
clarabell222.blogspot.com
lauren312.blogspot.com
mejmit.blogspot.com
gkitchin.blogspot.com
dukenathan8.blogspot.com
verbantg.blogspot.com
princemb.blogspot.com

12:20 blog urls
carlsbloggwrtc.blogspot.com
staceynobles.blogspot.com
jenniegwrtc103.blogspot.com
lamberhl.blogspot.com
mswan91.blogspot.com
blogtrogg.blogspot.com
tootallgiant16.blogspot.com
willi3cp.blogspot.com
vgwrtc.blogspot.com
katyymac.blogspot.com
lantorsa.blogspot.com
gepharjn.blogspot.com
moreheca.blogspot.com
wendy103.blogspot.com
essad16.blogspot.com
elizabethtedder.blogspot.com
slowik2009.blogspot.com
darrensblog24.blogspot.com