Continuing on from the previous week, students were asked in discussion to present a draft of their course project for peer review. They were asked to revise the previously submitted first drafts in light of instructor and peer comments, as well, improving upon the earlier materials.
The course roster showed 18 students enrolled, a decline of one from last week; fifteen participated in online discussions during the week. An online office hour was held on Monday, 1 October 2018; no students attended.
Students are reminded that the next office hour will be tomorrow, Tuesday, 9 October 2018, at 6pm Central Daylight Time. Students are also reminded that the following assignments are due before the end of day (Mountain Daylight Time) on 14 October 2018:
In an earlier post, I note that I ought to follow the pattern my second-semester composition students are asked to follow and work through selecting a topic and several other assignments to the generation of a conference-length paper. Doing so continues to sound like a decent enough idea, so, even though I will have to make some emendations to things in the interest of not doing students’ work for them and to keep materials that are the school’s where the school wants them, I mean to press ahead. And that means I will begin the current series of exercises with that expected of students at the beginning of the session: topic selection. After providing some context for the work, I’ll write through my process of generation and, at the end, append the resulting document, hoping that it will prove useful to my students and to others’.
In ENGL 135, students are asked to work from four broad headings: Education, Arts & Culture, Technology, and the Environment. For topic selection, students are asked to first develop five questions about one of those four headings before expressing their stake in their chosen area of inquiry. They are then asked to cite and summarize two sources that offer differing views of their topic before proceeding to identify an audience to which to direct their efforts. Finally, they are asked to develop what amounts to a working thesis for their project so that, in the following weeks, they have a direction for their research to follow–even though that direction may well change in light of additional information found. The whole is to be presented in a template provided by the University; a pre-formatted Word document awaits them, and all they need do is fill in the required information in the indicated locations.
Given my worries about documentation, I’ll not be using the template provided to students. I will, however, be following the standard formatting for their assignments; DeVry University operates in APA style, so I will adhere to it as best as I am able for formatting, citation, and writing style–in the documents I prepare. (My writing in this webspace will continue to follow my usual patterns. It is explanatory rather than demonstrative.) Because I want to make sure I do that correctly, I’ll set that up first, setting my document’s type to 12-point Times New Roman, typing a title page, and setting up my running head and page numbering as appropriate. (Students are given a tutorial for how to do it, and I’ve given pre-formatted templates any number of times. Still, they have problems. I do not understand why.)
The document formatted, I then proceed to address the questions posed, taking them from the template provided to students. Working with how I tend to work, I copy the questions over from the student template and stub out spaces for my answers; I benefit from having a framework, although I deliberately keep my conceptions loose, as I expect that my ideas will change as I go through doing the work. I also make a few adjustments to formatting in the interest of easing reading. (Again, I am not working form the student template, so I have to make changes.)
With my framework in place, I then begin mulling over my possible topic. As a scholar in the humanities, my inclinations are initially towards education and arts & culture as broad headings. As a long-time educator, I have done a fair bit of work looking into how to teach–indeed, the current project arises from my desire to return to a best practice I well know. I am concerned, however, that doing a project meant to serve as an example of best practice on best practice will, in its meta-educational nature, come off as a bit awkward–particularly if my research ends up suggesting that my practice is not among the best. (If it is, it is a thing I need to know, of course, but I am not certain that this would be the appropriate venue for the revelation to be made.) So perhaps that is not the best path for me to take.
Instead, I might focus on one of the other parts of my life, the participation in the community band about which I’ve written. I know that one of the purposes of that ensemble is to help those of us who used to play and miss playing to play again; I know also that one of the things that is happening in that ensemble is that high school students who fill out the sections are benefiting from the experience of the more senior members of the organization. Because there is benefit accruing in more than one direction, it occurs to me that questions of support are relevant–and so I begin to have questions to brainstorm and fill our my self-created template.
Having developed an initial raft of questions, I move on to consideration of my own stake in the overall field. Rather, I move back to it, because my selection of the general heading and of the specific topic preceded my coming up with questions to ask. I am a member of a community band, so questions about its representation and support bear in on my membership and participation in the ensemble.
With questions and my involvement established, the time is come to get a feel for the field. Using Academic Search Complete through the school’s library, I search for “community band” in full-text peer-reviewed journals, limiting myself to a few document types (articles, book chapters, and case studies) published since 2010. Only five articles appeared, which tells me that there is much to do in my area of inquiry (and that future research will need to take a broader view–though I note there is an International Journal of Community Music that might continue to be a useful resource); I reviewed and summarized the two that seemed most amenable to the present purpose.
That done, I moved to considerations of audience. It occurred to me that there are two potential threads of discussion my paper might follow: support and representation. They will speak to different audiences. Concerns of support would be addressed to members of my local community and community groups that are in position to offer support. Concerns of representation would be addressed most likely either to the general readership of my blog or to the more academic readership of such publications as the International Journal of Community Music. The latter will rely more upon documentary information and logical development of argument than the former; the former will take more of a pathos appeal and a less intricate presentation. And such information found its way into my topic selection document.
At that point, I had almost all the content needed for the exercise, and I moved to fill out the last part, addressing my specific issue and angle. If I work on the issue of support, I will do so with an eye to getting support together for the community band in which I play now. If I work on the issue of representation, I will do so with an eye towards maintaining or enhancing the authenticity of representation. I am still not sure, though, the direction the project will take–although I tend to think that the issue of support will be more amenable to treatment than that of representation, at least within the terms of the course project I expect my students to complete. As I progress through the process through which my students are moving, I will decide more fully, but that seems the direction to start moving in.
Having made such notes in my document, I reviewed my text for overall style, glancing over it to make sure paragraph length is as it should be and vocabulary reflects the project being conceived and the materials treated so far. I also looked for typographical errors, making one or two final passes from my usual amid-writing corrections. That done, I saved the file in an accessible format, the which is included below:
I expect I will be continuing to work on this project, leading perhaps to a document I can use as a basis for other work–but, more hopefully, to a series of piece I can use to help my students do better in successive terms.
On 20 September 2018, Shivani Seth’s “What’s Next in the Culture of Care” appeared on Rest for Resistance. In her article, Seth makes the case that self-care, rather than being the commercialized small respite it is often presented as being, is a mindful practice emerging from the recognition both of need and of the fact that having need is not wrong. She moves through a thought experiment into a proposal for a cultural shift into a greater valuation of individual happiness and mutual support, looking for examples at how elder- and child-care might be shifted to help address such valuation. She usefully notes that enacting such a shift will be no easy task, given personal demands, and acknowledges her own privilege in making the kinds of assertions she has made. Seth then moves on to note that collaborative care is necessary, that current self-care practices tend to be stop-gaps that do not address underlying problems, and that building greater, deeper communities enables us to be our better selves.
I have had the immense pleasure of working with Seth in other online communities I participate in; getting to do so has been gratifying, and her writing is a pleasure to read. I was therefore happy to hear that she had had a piece come out, and, even though there’s been some time since it has, I read it as soon as I could. And I think her core messages–self-care as typically depicted is a commercialized stopgap and there is nothing wrong with acknowledging and addressing need–are correct. Seth’s note that many prescriptions of self-care come from positions of privilege is one that resonates with me; I am one of the multiple-job workers she remarks upon, and I am not doing the work I do for my own health so much as to ensure that my wife and daughter have what they need. Extra sleep and time away and soothing baths are not things I can often afford, either in the money I’d need to spend on them or the time away from being a father, a husband, or a worker. And I fall victim to the socially ingrained push to deny that I have needs that I cannot meet through working harder and being more ascetic than I am (which, I will readily admit, is not terribly much). Too, I am aware of my own position of privilege; I know that things are easier for me than for many others because my skin color is what it is, my surname is what it is, my gender expression is what it is, my orientation is what it is, my accent is what it is, etc. I know many others have it far worse than I do. So Seth’s words resonate with me.
I do what I can, of course, to foster a community of care. I can hardly not, working the jobs I do. But there is far more to be done, and it won’t be accomplished by sweet-smelling soaps alone…
Continuing on from the previous week, students were asked in discussion to present the first paragraphs of their first drafts for student critique and to analyze sample arguments. They were also asked to draft and submit first drafts of their papers for instructor review.
The course roster showed 19 students enrolled, a decline of two from last week; all but one participated in one or more online discussions during the week. An online office hour was held on Monday, 24 September 2018; no students attended.
Students are reminded that the third office hour will be tonight, Monday, 1 October 2018, at 6pm Central Daylight Time. Students are also reminded that the following assignments are due before the end of day (Mountain Daylight Time) on 7 October 2018: