In Response to Brian Rosenberg

On 4 December 2018, Brian Rosenberg’s “Actually, Academe Never Was All That Great” appeared in the online Chronicle of Higher Education. The article invokes New York Governor Andrew Cuomo’s August 2018 misspeaking about the lapsed greatness of the United States as a way to frame a more nuanced position–that some people miss a time that was far from great for a great many people–that it then applies to academe. It then presents a number of examples of exclusionary practices that were prevalent and emergent in the putative golden age of the academy before noting that many of the same forces and tendencies that underlie academe now are those that undergirded it then. The same social forces remain at work, the article holds, so addressing the problems of colleges and universities without addressing those social forces as well is folly.

The image is from the article to which I respond. It seems appropriate.

My experience aligns largely with Rosenberg’s assertions in the article. Academe is a (somewhat slowed) reflection of popular, public culture, moving lethargically as any organization does that is administered by those who have lifetime appointments or placement in systems that might as well be so. There is, despite the protestations of open minds and willingness to critically reflect, an ongoing privileging of those who are already in the system and a reticence at administrative levels to interrogate and, possibly, change things until and unless forced to do so. Some of that, of course, is the result of colleges and universities in the United States, generally, being beholden to the machinations of government; at public schools, particularly, legislative dicta overdetermine policies, and legislatures remain in large part bastions of cronyism and nepotism. The systems in place favor those who have experience with the systems already, so matters tend to perpetuate themselves.

And it is true, too, that matters have not always or often been good for large numbers of people in academe. I remember one year during my undergraduate days when the only professors on campus who were denied tenure–and not at the departmental or College level, either–were homosexual men, for example. I remember any number of other times when those who were connected somehow got better opportunities than their peers who produced more work and more favorably received. And while I know the adage that the plural of anecdote is not data, I know also that I am not alone in having such stories (but others’ are not necessarily mine to share). I believe those with whom I’ve spoken about such matters, who have consented to share their experiences with me. I know that there have been many who have been told that they do not belong, not because they did not belong in terms of academic ability (though there have been some who did not who were told so), but because they did not “belong” in the purported social structure being replicated by the university. (And there have been some who were accepted who did not have the academic heft even to ask. It is a fraught issue and an unpleasant one to think upon. But, unpleasant as such thoughts may be, the experience of that forcing-out and “normalizing” has to be worse.)

Help me spread good words this holiday season!

Class Report: ENGL 112, 19 December 2018

Class was given over entirely to the completion of eighth-week work: student evaluations (if not yet done) and the reflective postscript. It met as scheduled, at 1800 in Room 106 of the San Antonio campus. The class roster listed nine students enrolled, a decline of one from last week; four attended. Student participation was reasonably good. An online office hour was held on 17 December 2018; no students attended.

Students are reminded that the reflective postscript is due online as a Word document no later than the end of day (Mountain Standard Time) on Saturday, 22 December 2018. The session closes at that time, so no late submissions can be accepted.

Reflective comments are forthcoming.

Sample Assignment Response: A Reflective Postscript for ENGL 112 at DeVry University

To conclude from earlier work (here, here, here, here, here, here, and here), I will carry out the assignment my students are asked to complete for their final week of the session: a brief reflective postscript. Considering work that has been done and what work is yet to be done is a useful thing, and I nourish the hope that the example I might offer will help my students and others do find such use in their own work.

Memory is a tricky thing.
Image from Psychology Today.

For the exercise, students are asked to address a series of University-provided prompts in short paragraphs that should total some two pages of text when typed in double-spaced 12-point Times New Roman on letter-sized paper with one-inch margins. The prompts ask students to consider their work and advancement during the course, especially as pertains to the commentary essay of the last few weeks of class. It is a fairly common exercise, both at the University and in colleges more generally, so it is likely students will encounter it again–and, as noted, reflection is good practice, in any event.

For my own work, I began by setting up a document in line with the expressed formatting standards. That done, I copied the prompts over from the University into the document, highlighting them in green so I could easily see what I would be addressing and would remember to delete the copy-over before completing my work.

At that point, I moved directly into drafting my responses, considering my answers to the questions posed as I went along. The questions are open-ended, but not so open-ended that they demand much delimiting. As such, answering them proved relatively easy to do–which makes sense, given the time I’ve spent on the project reflected upon and its topic.

The content made ready, I deleted the imported prompts and reviewed my document for style and mechanics. After making the adjustments that needed making, I put the document into an accessible format, which I present here: G. Elliott Sample Reflective Postscript. May it and its predecessors prove of benefit now and in time to come!

This session’s done, but other classes await; help me help them, too!

Class Report: ENGL 135, 17 December 2018

Following up on the previous report, students were asked to comment on issues of design for their final papers (focusing largely on images and their integration into the text), as well as concerns of APA formatting. They were also asked to complete and submit their final papers; the present week asks for reflection on their work and its connection to their future plans.

The course roster showed 18 students enrolled, one fewer than last week; 16 participated in online discussion during the week. No online office hour was held on Monday, 10 December 2018, owing to other concerns.

Students are reminded that an office hour is scheduled for tonight, Monday, 17 December 2018, at 6pm CST. Students are also reminded that the following assignments are due before the end of day (Mountain Standard Time) on Saturday, 22 December 2018:

  • Discussion Thread: Looking Ahead
  • Course Project: Career Connections (due online as a Word document)

In Response to Noah Smith

On 26 November 2018, Noah Smith’s “America Is Poorer Than It Thinks” appeared on Bloomberg.com. In it, Smith articulates prevailing definitions of poverty–absolute poverty, determined by government figures, and relative poverty, determined by standing relative to the local median income–before arguing in favor of material in/security as articulated by Maslow in his hierarchy of needs. Smith offers examples of Maslovian material insecurity and extrapolates from them based on others’ research. Smith concludes with the assertion that a better, more complete definition of poverty such as that deriving from Maslow’s ideas can help in addressing poverty, which developed nations ought to do.

When the wallet looks like this…
Image from Getty.

I’m familiar with Maslow and his hierarchy of needs from the coursework I did to earn teaching certification in those long-ago days when I thought I’d be at the front of a high school classroom for my profession. As such, the idea that insecurity about basic physical needs could inform a definition of poverty seems sound to me–but I’ll admit to not being an economist. If such an idea holds, though, then it seems that Smith’s central assertion is correct; if poverty is insecurity regarding material needs, then many, many more people are impoverished than income alone would indicate. In my own case, working one full-time job, one part-time job, a contract gig, freelancing, and still not making enough that I can afford usable health insurance coverage or put back enough money that I can afford to be out of work for very long at all, the definition fits, even though I am aware that matters could be far worse than they are.

And that leads to another point, one on which Smith does not touch, though he motions that way. One of the things, at least in my part of the world, that prevents many people from seeking help is not so much pride as a sense that asking would indicate ingratitude for what is already had, that things are not worse than they are. Folks above the poverty line, even if only by a bare margin, know they are not “impoverished,” at least in that narrowly technical sense, so they do not seek assistance, even though there is no measure by which they are doing well. Less bad is still bad, but the way things seem currently constructed makes such matters an either/or proposition, and many people feel themselves on the wrong side of it who might not if they had a better rubric by which to assess themselves and their situations. It would not be a panacea, to be sure; there would still be people who would worry that they are not badly enough off that they ought to ask for a hand up. But they might at least act from a better idea of how matters stand, which would help.

I could use a hand staying further away from poverty. Your contribution is welcome.

Class Report: ENGL 112, 12 December 2018

After addressing a procedural concern and asking about questions from the previous week and before, discussion turned to concerns of revision. Concepts were discussed and a practice in the process offered. Upcoming assignments received attention. Time was allotted to students to conduct their own work and to complete surveys of instruction.

The class met as scheduled, at 1800 in Room 106 of the San Antonio campus. The course roster showed 10 students enrolled, a decline of one from previous weeks. Five attended; student participation was good. The regularly scheduled office hour on 10 December 2018 was canceled.

Students are advised that the office hour scheduled for Monday, 17 December 2018, at 6pm Central Standard Time is expected to occur. Students are also reminded that the following assignments are due before the end of day (Mountain Standard Time) on 16 December 2018:

  • Discussion Threads: Revision Process and Peer Reviews (3 posts/thread, rubric online)
  • Commentary Final, due online as a Word document

Sample Assignment Response: A Commentary Essay for ENGL 112 at DeVry University

To continue on from earlier work (here, here, here, here, here, and here), I will do more to round out the assignment sequence expected of the students in ENGL 112: Composition and develop the assignment students in the class are asked to do for their seventh week: a finalized commentary paper. I continue to hope that, despite the errors that are in any work, what I do will help my students and others to better understand what they are asked to do and so help them do it better.

Keep on doing it.
Image from tenor.com.

For the exercise, students are asked to revise their work from the previous week as needed and to add to it the remaining bulk of their papers, bringing their commentaries to a full five pages (1500 to 1750 words) plus title page and references list.  To complete it, I began by opening the document I’d made for last week’s exercise and saving it again as a new file for the final. (Keeping the earlier version separate allows for more radical revision in some circumstances.) Looking over it again, as it had been a few days since I had last done, so, I noted that I still had not settled on a thesis because I was still puzzling through my issue. I noted also that I had addressed appropriation but not appreciation; it was to the latter that I set myself.

I picked up writing where I had left off, moving directly into drafting as I thought through the issue and angle I had set for myself in the earlier work. As I drafted, too, I was able to determine a thesis, which I inserted into the usual place for such statements in first-year composition papers–the end of the introductory paragraph–before ensuring that connection to it sufficed throughout the rest of the text. I also made sure I offered the kind of conclusion to the paper–not filling out the repetitive “tell ’em what you’re gonna tell ’em, tell ’em, and tell ’em what you told ’em” model, but moving ahead from the thesis–I want to see from my students and, indeed, from most of the writing I read.

The content made ready, I reviewed my document for style and mechanics. After making the adjustments that needed making, I put the document into an accessible format, which I present here: G. Elliott Sample Commentary Final. I hope it will help others.

Help me keep doing this, please!

Class Report: ENGL 135, 10 December 2018

Following up on the previous report, students were asked to assess each other’s work on presentations related to their ongoing projects and to submit the same for instructor review and feedback. Presently, they should be working to complete their course projects, which are due this week.

The course roster showed 19 students enrolled; 18 participated in online discussion during the week. An online office hour was held on Monday, 3 December 2018; no students attended.

Students are reminded that no office hour is scheduled for tonight, Monday, 10 December 2018; other obligations have called the instructor away at that time. Students are also reminded that the following assignments are due before the end of day (Mountain Standard Time) on 16 December 2018:

  • Discussion Threads: Designing the Course Project and APA Workshop (3 posts/thread, rubric online)
  • Course Project: Course Project, Final Draft (due online as a Word document)

On Reading a Nearly Local Paper

I have noted in another place that my wife and I started taking the main San Antonio newspaper, the Express-News, not long before the recent US Thanksgiving holiday. In that other place, I’ve taken to doing with the Express-News what I used to do with the New York Times, back when I lived in The City and had subscription access to that newspaper through my then-institution or through that shrine to human knowledge, the New York Public Library.

If there is a temple at which I might pray, this might well be it.
Image from nypl.org.

The thing is, I do not live in San Antonio. I work there, currently part-time, as I think I’ve made clear (here, for only one recent example), and my brother and his family live there, but I do not. My wife does not. As such, the Express-News is not my local paper. And if it is the case, as I’ve elsewhere noted, that part of the reason for reading a newspaper in the current environment of rapidly produced, rapidly accessed media is in aligning with a community, then my taking the Express-News instead of the six-days-a-week main newspaper of my hometown, or the weeklies in the town and the county of which it is the seat, says something about how I view myself.

San Antonio is the seventh most populous city in the United States, per the city’s website as of 30 November 2018, although it does not, in many cases, act like a large city. It does not have the self-importance of New York City, to be sure, nor the high profile of Los Angeles or Chicago. It does not have the self-aggrandizing tendencies of even smaller cities such as Austin (which, given the state capitol and several other things less polite to name, appears to have an inferiority complex), nor has it the social cachet of Dallas/Ft. Worth or Houston. Yet it still exerts substantial influence on the nation, hosting some of the best trauma- and burn-treatment centers on the planet, as well as the US Air Force’s Basic Training Command. Surprisingly, it also serves as a center of medieval studies, with the online version of the Annotated Chaucer Bibliography hosted at UTSA and the current-to-this-writing Chaucer Bibliographer, Dr. Stephanie Amsel, a graduate of the same institution.

Knowing such things, what it might mean that I align myself to San Antonio, as opposed to, say, my hometown is something I might guess at, but none of us see ourselves clearly in mirrors. There is always some defect in the surface, some impurity in the air, some imperfection in our very eyes that prevents a view as good as we might hope to have. I do not think it prudent to analyze myself in such a way. But I imagine that others might take a turn at doing so; I wonder what the biographical tidbit my subscription betokens might do to add to such a critique.

Help me keep producing content; send some money my way. Think of it as a holiday gift.

Class Report: ENGL 112, 5 December 2018

After addressing a procedural concern and asking about questions from the previous week and before, discussion turned to concerns of theses and integrating sources in support of the present week’s writing assignment.

The class met as scheduled, at 1800 in Room 106 of the San Antonio campus. The course roster showed 11 students enrolled, unchanged from previous weeks. Eight attended; student participation was good. An online office hour was held on Monday, 3 December 2018; no students attended.

Students are advised that the office hour scheduled for Monday, 10 December 2018, at 6pm Central Standard Time is canceled against an event the instructor must attend. Students are also reminded that the following assignments are due before the end of day (Mountain Standard Time) on 9 December 2018:

  • Discussion Threads: Position-based Writing and Integrating Research in APA Style (3 posts/thread, rubric online)
  • Commentary Draft, due online as a Word document