Pronghorn, Chapter 1: Coming Back

Drawing in a deep breath, holding it, and releasing it slowly, Asa Pemewan (PhD, not that that does a lot of good) knocked at an an old wooden door long familiar to him. Pier and beam flooring creaked in time with shuffling footsteps approaching the door from the other side, and a clattering of door-chains scraping and locks opening rattled at Asa’s ears before the door swung open, inward.

A weatherbeaten face not at root unlike Asa’s own–years of sun and wind and weather, and the years themselves, make changes–looked out at Asa, glancing up and down from atop thinning shoulders clad in a checkered shirt tucked into faded jeans behind a well-worn leather belt. A voice every bit as weatherbeaten grunted out “Trip okay, son?” as a large, gnarled hand stuck out.

Asa took it, his hand swallowed by his father’s ironwood grip for a moment before the older man pulled him in for a rib-crushing hug. Trying not to gasp, Asa answered “Fair t’middlin’, Pop,” falling back into the cadences of his youth (and how they would laugh to hear them, the bastards). Stepping back, he added “Long drive, but good weather for it. Coulda used some decent coffee, though.”

The old man snorted out a laugh. “Ain’t got that fancy milk crap they sell too damn many places anymore, but a reg’lar cup–we got that.”

From well in behind the door–and to the right–came another voice, that of Asa’s mother. “Of course we do, Asa, and your dad well knows it! Come on in and help yourself; you know where the cups and such are.”

“Yes’m” came the reply, and Asa’s father stood aside to let his son in, following him to the kitchen and pouring his own cup full after Asa had filled his.

Asa sat in one of the wooden chairs that had been around the kitchen table longer than he’d been breathing (and the table’s been around longer than that) and sighed in satisfaction after the first small swallow of steaming black brew. “How’re things here?”

Asa’s mother shut the oven door, dusted off her hands, and said “That’s what you ask me? ‘How’re things?’ and not ‘How’re y’all?'” But she smiled as she said it, and she hugged her son, kissing the top of his head.

“Well, then, how’re y’all?”

“I’m fine, honey. Still doin’ what I do. Your dad’s still doing his, too.” A nod from the older man confirmed the words to Asa, and another swallow of coffee allowed him not to have to say more. “Your sister’s still playing places in San Antonio, if you’re here long enough to get down there.”

Asa set down his cup. It was still half-full. “I think I will be, as it happens.”

Asa’s mother stepped back, eyes wide in surprise. Asa’s father’s coffee cup joined his son’s on the table–although it was empty. The older man asked “Really? Seems strange, coming from you.”

Asa nodded. “I know. And I know I ain’t been around much.” (I’ve got to stop this.) He drew a deep breath and released it. “But I don’t really have much choice at this point. The last teaching job didn’t work out, and nothing else there would take me on. Those that bothered to reply to me–and there weren’t many of them, maybe twenty out of two hundred fifty to three hundred–wouldn’t tell me why–and I asked. Oh, I asked. But I’d only get some line about ‘It was nothing you did; we had many excellent candidates,’ which is a lie but is the kind of lie that keeps things civil and keeps them from getting taken to court.” (Like I could ever afford a lawyer.) Asa realized his voice was rising as he went on; he picked up his cup and took another swallow of coffee.

When he went on, his voice was calmer. “Really, the only thing keeping me where I was was the job, and when it went away, I didn’t have any reason to stick around. So, after a while, I’m back here.”

Asa’s father leaned in a bit and asked “You got a job lined up here yet?”

“No, sir. Not yet, I’ve not. I’ve got a bit of money in savings, though, and some off-and-on work to do for a bit. It should hold me long enough to find something.”

Asa’s mother chimed in. “You will, honey. Something will come up. It has to come up, doesn’t it?”

Asa began to reply, but his father cut him off. “Got a place to stay lined up?”

Asa shrugged. “I was thinking the one motel for a day or two, until I could find something more permanent.”

“No” came from his mother. “That place is dirty, and we’ve got a spare room, yet.”

Asa began to feel himself flush. “Mom, you don’t need to–”

You don’t need to tell me what I don’t need to do. You’re my son; of course you can stay here, and as long as you need to. Right, dear?”

Knowing the last was directed towards him, Asa’s father nodded. “I’ve got the paper in by my chair, if you wanna look at the want-ads. Can’t hurt.”

Asa nodded, tears welling up in his eyes. “Don’t get weepy, son. Ain’t time for that. It’s time for you t’get your act together, see what all’s there for you t’do. Your mom’s right; something’s gonna come up. It’s gotta.”

“Yes, sir.” (I still can’t help that part, can I?) Asa stood, then. “I suppose I ought to unload the car, then.”

Asa’s father stood, as well. “Need a hand?”

Asa shrugged. “I could use one, sure.”

Asa’s mother asked “What about your things? Surely you’ve got more than will fit in the car?”

Asa shrugged again. “I do, but I’ve got it in storage between here and the last place. I found a storage unit with decent rates and reviews. And it’s just stuff, anyway. All the heirlooms are still here.” He paused. “They are still here, right?”

“Oh, yes” from Asa’s mother. From his father, “You know we don’t really throw things away if they’ve still got some use in ’em. Or y’ought to. Been away too long, son.”

Asa nodded again. “I suppose you’re right.” (You do always seem to be.)

Asa’s father nodded in reply. “Well, let’s get your stuff in” and he proceeded to where Asa’s car was parked on the side of the dusty street. Asa followed.

I suppose it’s good to be home.

Did I bring you as much pleasure as a cup of coffee does? Half a cup? Could you kick in as much for me as you’d pay for that so that I can keep doing it? Click here, then, and thanks!

Still More about the New Feature

So, I’ve thought more about what I want to do. For now, I’ll keep going with the donation buttons I have had–look for the link below–and, if the amount of money that comes in justifies it, I will see about migrating over to Patreon. So there’s that much figured out, at least for now. I’ll possibly want to change it later, but I can do that.

That I am not going with Patreon for the moment, though, does not mean that I cannot use ideas I ran into with it–as well as at such things as Kickstarter and GoFundMe (the latter of which I have used in the past). One such is the notion of rewards. I’ve noted that I’ve been given through the kind of button I have used in the past, and I’ve made a point of making direct thanks to those who have. A thank-you does not seem out of line for all contributions–and a thank-you on the next post made would be good, I think. Others should receive more, though.

Before going on about that, I ought to make a note about what I will be going on with. First, I’ll be looking into pushing out the Pronghorn stories. It seems a good thing with which to start. Other stuff might happen afterward. Or it might happen in and among the Pronghorn stuff. I might have to mess with it.

Anyway, those who contribute $25 (or more) will get their names integrated into the story in some minor way–a passing reference to a person in the town, perhaps, or an exchange with a cashier or server. Those who contribute $50 (or more) will also get a hard-copy of a Pronghorn story (please tell me which so that I can send the right one), signed. Higher contributions will get more, to be sure, but I am not quite arrogant enough to think that I can get more yet.

More to come later, obviously…

Did I bring you as much pleasure as a cup of coffee does? Half a cup? Could you kick in as much for me so that I can keep doing it? Click here, then, and thanks!

More about the New Feature

As I note in yesterday’s post, I am looking for ways to supplement my income stream, and since I already do a fair bit of writing, it makes sense that I would try to do so with the writing. I am still looking at Patreon–I am mindful of my good friend’s advice–but, in the meantime, I figure that I can continue to use the donation buttons I have long had (an example of which appears below; contributions are welcome). I know that they work, and I am happy to accept what others offer freely.

Donate Button with Credit Cards

The thing is that I have several ideas for what to address. I can, for example, follow the pattern I have in another webspace I maintain–the one that prompted my friend’s comment–and compose a cycle of poetry in these posts. (Indeed, I have one in progress already that might well serve.) I could also use this space to work on an idea I have long had, one detailing the workings of the large town or small city of Pronghorn.

Other ideas are possible, to be sure, and I have no doubt that I will pursue them now and again. For now, though, I will have to give the matter some more thought…

New Year, New Feature?

It is not a secret that most of the work I do in this webspace is in support of my teaching, that the “i” in “Elliott RWI” has gotten more attention than any other part of the site. That it has makes sense, since most of my time is taken up with the work of teaching–and it presents some problems to the pursuit of full-time academic work, since most of an academic’s time is supposed to be spent generating research.

It alsoDonate Button with Credit Cards presents some problems for my ability to support my family. The salaries of those who teach are not often high–and rarely have been, outside of a few special circumstances–and those like me who do so part-time fare even worse in that regard. As such, I have for some time featured buttons like that appearing amid this paragraph, and I cannot say they have been wholly unsuccessful at bringing in a bit more support. They have not brought in a lot of it, though, and I find myself in need of more of it; doing the things that are mentioned on my biography are not inexpensive, and raising a family is no small thing.

As such, I am looking into developing a Patreon or somesuch thing. (It has been recommended to me by a good friend that I do so.) Either that, or I will be making more posts to this webspace that focus more on the “w” in Elliott RWI and appending the “Donate” button to each. In either event, any support will be welcomed, and I hope to offer something more widely useful than my teaching materials–which my students note appreciating–have been.

Further Comments about the January 2017 Session at DeVry University

I was advised by the administration at DeVry University that, due to low enrollment, the class I had previously been offered at the institution (here) has been canceled. As such, I will not be teaching at DeVry University during the January 2017 session. It is something of a disappointment; I enjoyed the work I did there last time and was looking forward to doing it again.

Reflective Comments about the Fall 2016 Instructional Term at Schreiner University

Following a pattern continued at the end of the September 2016 instructional term at DeVry University, comments below offer information about class performance in the ENGL 1301: Rhetoric & Composition, ENGL 2340: World Literature through the Renaissance, and ENGL/THRE 3333: Shakespeare: Comedies & Sonnets classes I taught during the Fall 2016 instructional term at Schreiner University. (Demographic data are addressed in the report of results from the term’s general survey, here.) Overall impressions and implications for future teaching are discussed, as well, and collected best versions of course documents are presented.

Class Performance

Given the different subject matter of each course, as well as the different level of instruction, assessment differed for each class. Explanations of each course appear below.

ENGL 1301: Rhetoric & Composition

For ENGL 1301, class performance was assessed by evaluating a series of major (Descriptive Essay, Narrative Essay, Illustrative Definition Essay, Comparison/Contrast Essay, and Final Exam) and minor assignments, as well as such factors as professionalism and attendance, over the course of the instructional term and assigning grades in accordance with that evaluation. Other than attendance, handled on a point-loss basis, each was scored using a scale of A+ through zero, either directly or as a means of assigning categorical scores to be averaged for a final score. Factors contributing to grading were weighted unevenly, as indicated below:

  • Descriptive Essay, 10% of the total course grade
  • Narrative Essay, 15% of the total course grade
  • Illustrative Definition Essay, 15% of the total course grade
  • Comparison/Contrast Essay, 20% of the total course grade
  • Final Exam, 10% of the total course grade
  • Minor Assignments, cumulatively 15% of the total course grade
  • Student Professionalism, 15% of the total course grade

While discussion of individual assignments and individual student performance exceeds what is appropriate for such a report as this, overall data is not, and for the class, it includes

  • End-of-term enrollment: 20
  • Average class score: 81.786 (B-)
    • Standard deviation: 8.846
  • Students earning a grade of A (90%+): 4
  • Students earning a grade of F (below 60%): 0
  • Total student absences: 49
  • Average student absences: 2.45
    • Standard deviation: 2.418

Notably, although some students did lose points for absences (as provided for in the course syllabus and University policy) , none lost so many that they failed the course. Similarly, there was relatively little problem with non-submission.

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ENGL 2340: World Literature through the Renaissance

For ENGL 2340, class performance was assessed by evaluating a series of major (Papers 1 and 2, Midterm Exam, and Final Exam) and minor assignments, as well as online discussions and such factors as professionalism and attendance, over the course of the instructional term and assigning grades in accordance with that evaluation. Other than attendance, handled on a point-loss basis, each was scored using a scale of A+ through zero, either directly or as a means of assigning categorical scores to be averaged for a final score. Factors contributing to grading were weighted unevenly, as indicated below:

  • Papers 1 and 2, each 20% of the total course grade
  • Midterm Exam, 10% of the total course grade
  • Final Exam, 15% of the total course grade
  • Online Discussions, 15% of the total course grade
  • Minor Assignments, cumulatively 10% of the total course grade
  • Student Professionalism, 10% of the total course grade

While discussion of individual assignments and individual student performance exceeds what is appropriate for such a report as this, overall data is not, and for the class, it includes

  • End-of-term enrollment: 12
  • Average class score: 80.419 (B-)
    • Standard deviation: 8.154
  • Students earning a grade of A (90%+): 2
  • Students earning a grade of F (below 60%): 0
  • Total student absences: 52
  • Average student absences: 4.333
    • Standard deviation: 2.055

While some students lost points for absences, none lost so many that they failed the course. Also, all students submitted all required coursework.

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ENGL/THRE 3333: Shakespeare: Comedies & Sonnets

For ENGL/THRE 3333, class performance was assessed by evaluating a series of major (Papers 1 and 2, Midterm Exam, and Final Exam) and minor assignments, as well as online discussions and such factors as professionalism and attendance, over the course of the instructional term and assigning grades in accordance with that evaluation. Other than attendance, handled on a point-loss basis, each was scored using a scale of A+ through zero, either directly or as a means of assigning categorical scores to be averaged for a final score. Factors contributing to grading were weighted unevenly, as indicated below:

  • Paper Proposal, 10% of the total course grade
  • Exploratory Essay, 10% of the total course grade
  • Annotated Bibliography, 15% of the total course grade
  • Final Paper, 20% of the total course grade
  • Final Exam, 15% of the total course grade
  • Online Discussions, 10% of the total course grade
  • Minor Assignments, cumulatively 10% of the total course grade
  • Student Professionalism, 10% of the total course grade

While discussion of individual assignments and individual student performance exceeds what is appropriate for such a report as this, overall data is not, and for the class, it includes

  • End-of-term enrollment: 4
  • Average class score: 78.518 (C+)
    • Standard deviation: 3.623
  • Students earning a grade of A (90%+): 0
  • Students earning a grade of F (below 60%): 0
  • Total student absences: 14
  • Average student absences: 3.5
    • Standard deviation: 1.118

No students lost points for absences, and all submitted all required assignments. The small enrollment may have had an impact on some performance, however.

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Aggregate Data

Taken together, the courses yield the following performance information:

  • End-of-term enrollment: 36
  • Average class score: 80.963 (B-)
    • Standard deviation: 8.264
  • Students earning a grade of A (90%+): 6
  • Students earning a grade of F (below 60%): 0
  • Total student absences: 115
  • Average student absences: 3.194
    • Standard deviation: 2.355
  • Office hours meetings: 88

One student accounted for twenty office-hour meetings. Another accounted for thirteen. Still another accounted for five, with several others each accounting for four. Those students who were frequent guests in my office hours found reward in their Student Professionalism scores, as well as often on their graded assignments.

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Impressions and Implications

Although assessment in each class differs, some general conclusions can be drawn from them in the aggregate. Some are treated in the earlier “Report of Results from the Fall 2016 Surveys.”

Among others, I think I will move final papers back a bit in the semester, offering me more time to assess them and students more time to revise them (if they wish; not all do, although I did have a fair number of revision requests during the term this time). And I think I will adjust the manner in which I scaffold projects; while I will likely be doing away with peer review (as noted in the earlier report), the idea of my reviewing papers ahead of time remains a good one. I do not know if I will be doing multiple reviews, however; I do not know if I can afford to do so in terms of time involved. Larger projects, though, will likely benefit from having sections reviewed in advance. I will see how it plays out next time I teach a class that makes use of such projects; the Spring 2017 term does not look like it will.

I think I will continue to frame my assessment comments in terms of thanks and appreciation. A friend of mine commented to me at the end of an earlier term that my terse comments, even when students did what I asked them to do, hardly won me any fans; as a result, when I have had the opportunity to teach again (which I appreciate), I have made an effort to present comments as “Thank you for” and “I appreciate.” Doing so has, I think, made things easier for students to see. It has certainly made assessment an easier task for me; the slight reorientation to presentation has generally had a salubrious effect on my attitude, and having a better attitude towards the work has made it seem a better thing to do than has been the case in the past.

I am pleased to have seen improvement. I hope it will continue to occur.

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Course Documents

Best versions of the collected syllabi and assignment sheets from the term appear below.

I offer them in the hopes that others will find them of use in the future.

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Class Report: ENGL 2340.01: World Literature through the Renaissance–Final Exam

The FinEx was administered at 1030 on 13 December 2016. The class roster showed 12 students enrolled, unchanged since the last class meeting. All sat for the exam. Grades for the exercise and for the course will be reported to the University system once calculated. (Note that course grades include attendance, which online scores do not.)

An overall report is forthcoming.

It has been a good term, overall. To those students I’ll not see again, good luck! To those I will, I look forward to it!

Class Report: ENGL/THRE 3333.01: Shakespeare: Comedies & Sonnets–Final Exam

The FinEx was administered at 1330 on 12 December 2016. The class roster showed fur students enrolled, unchanged since the last class meeting. All sat for the exam. Grades for the exercise and for the course will be reported to the University system once calculated. (Note that course grades include attendance, which online scores do not.)

An overall report is forthcoming.

It has been a good term, overall. I shall miss the class and its students.

Class Report: ENGL 1301.03: Rhetoric & Composition–Final Exam

The FinEx was administered at 1030 on 12 December 2016. The class roster showed 20 students enrolled, unchanged since the last class meeting. All sat for the exam. Grades for the exercise and for the course will be reported to the University system once calculated. (Note that course grades include attendance, which online scores do not.)

For those interested, the answer to the riddle is “horn.”

An overall report about the semester is forthcoming.

It has been a good term, overall. To those students I’ll not see again, good luck! To those I will, I look forward to it!

Class Report: ENGL/THRE 3333.01: Shakespeare: Comedies & Sonnets–7 December 2016

After addressing concerns from and questions about the previous class meeting, discussion asked after the FinPap, which was to have been submitted before class began, as well as the FinEx before turning to the end of Shakespeare’s sonnet sequence.

Students are reminded of the following due date:

  • FinEx (in person in the CCAC Theater at the assigned time: 1330 on 12 December 2016)

The final regular class meeting began as scheduled, at 1435 in Weir 109. The class roster listed four students enrolled, unchanged since the last class meeting. All attended, verified informally. Student participation was good. No students from the class attended office hours since the previous class meeting.