Class Report: ENGL 135, 9 November 2017

After addressing questions from the previous class meeting, discussion treated concerns of argumentation and focused on organizational patterns and transitions. It also addressed upcoming assignments, of which the following are soon due:

  • Discussion Posts, due online before 0059 on 13 November 2017
  • Course Project: Topic Proposal, due online before 0059 on 13 November 2017 as a Word document
  • APA Module, due online before 0059 on 13 November 2017 as a Word document

Students are also advised to be at work on the Annotated Bibliography, due at the end of Week 4.

The class met as scheduled, at 1800 in Rm. 114 of the DeVry San Antonio campus. The class roster listed eight students enrolled, unchanged since the last class meeting. Of them, five attended, verified informally. Student participation was reasonably good. No students attended office hours.

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Class Report: ENGL 216, 7 November 2017

After addressing questions from the previous class meeting, discussion turned to concerns of specific technical writing genres (definition, description, process explanation, and instruction), research, and ethics before addressing upcoming assignments.

Additionally, per Dean Grover McDaniel, the following: VETERAN.

The following assignments are soon coming due:

  • Online Discussions, due before 0059 on 13 November 2017
  • Homework (Assignment 9 fm. pg. 238 in the standard course text), due before 0059 on 13 November 2017 as a Word document
  • Course Project Source Annotations, due before 0059 on 6 November 2017 as a Word document

The class met at 1800 in Rm. 107 of the DeVry San Antonio campus. The class roster listed nine students enrolled, unchanged since the last class meeting. Of them, four attended, verified informally; student participation was reasonably good. No students attended office hours (online, Mondays from approx. 1830 to 2030).

Class Report: ENGL 135, 2 November 2017

After addressing questions from the previous class meeting, discussion treated concerns of sourcing and of summarizing. It also addressed upcoming assignments, of which the following are soon due:

  • Discussion Posts, due online before 0059 on 6 November 2017
  • Course Project: Source Summary, due online before 0059 on 6 November 2017 as a Word document
  • Information Literacy Assignment, due online before 0059 on 6 November 2017 as a Word document

The class met as scheduled, at 1800 in Rm. 114 of the DeVry San Antonio campus. The class roster listed eight students enrolled, unchanged since the last class meeting. Of them, four attended, verified informally. Student participation was reasonably good. No students attended office hours.

Class Report: ENGL 216, 31 October 2017

After addressing questions from the previous class meeting, discussion turned to treat concerns of organization and document design before settling on forms of correspondence and their expectations. Some attention was given to more general writerly concerns, as well.

Students are reminded that the following are due:

  • Online Discussions, due before 0059 on 6 November 2017
  • Homework (Assignment 7 fm. pg. 178 in the standard course text), due before 0059 on 6 November 2017 as a Word document
  • Course Project Topic Proposal, due before 0059 on 6 November 2017 as a Word document

Students are also advised to begin reading in support of the Week 3 component of the Course Project, an annotated bibliography.

The class met at 1800 in Rm. 107 of the DeVry San Antonio campus. The class roster listed nine students enrolled, a decline of one since the last class meeting. Of them, one attended, verified informally, and that student’s participation was good. No students attended office hours (online, Mondays from approx. 1830 to 2030).

Class Report: ENGL 135, 26 October 2017

For the first class meeting, discussion treated introductions to the instructor and the course,as well as basic concerns of rhetoric. Attention was given to upcoming assignments, as well.

Students are reminded that the following are due:

  • Discussion Posts, due online before 0059 on 30 October 2017
  • Course Project: Topic Selection, due online before 0059 on 30 October 2017 as a Word file

The class met as scheduled, at 1800 in Rm. 114 of the DeVry San Antonio campus, having been moved from its original location. The class roster listed eight students enrolled. Of them, five attended, verified informally. Student participation was reasonably good. No office hours have yet been held.

Class Report: ENGL 216, 24 October 2017

For the first class meeting, discussion treated introductions to the instructor and the course,as well as basic concerns of technical writing. Attention was given to upcoming assignments, as well.

Students are reminded that the following are due:

  • Online Discussions, due before 0059 on 30 October 2017
  • Homework (Assignment 9 fm. pg. 656 in the standard course text), due before 0059 on 30 October 2017 as a Word document

Students are also advised to be at work on their course projects; the first deliverable–a topic proposal–is due at the end of the second week.

The class met differently than scheduled, at 1800 in Rm. 107 of the DeVry San Antonio campus; the room change is permanent. The class roster listed ten students enrolled. Of them, seven attended, verified informally. Student participation was as expected. No office hours have yet been held.

Class Report: ENGL 062, 21 October 2017

Class time was to be given over wholly to the Week 8 Learning Activity prescribed in the course shell, as class was set to meet for the last time. As such, no assignments are forthcoming, although students are reminded of the following:

  • Any work not submitted by the end of the day today will not be accepted, as the session ends at 2359 MDT.
  • Student surveys, if not already done, need to be done. Student feedback is an important tool in personal and institutional assessment.

Although the class roster listed five students enrolled, unchanged since the last class meeting, none attended. Given what class was devoted to, it was not a surprise. No students attended office hours.

A Somewhat Belated Take on Singular They

I know that I am late in speaking to an issue that has been addressed repeatedly and by many people who are in better position to do so than am I: singular they. Still, I do continue to teach and I am asked to be explicit and specific in promulgating specific standards of usage as I do so, so I do have reason to think about such things–in addition to the one that has prompted the present rumination.

In the interest of offering context, the issue of the singular they is that the pronoun in question, traditionally defined as exclusively the third-person plural, is increasingly being used as a singular pronoun–and that the use is being increasingly condoned by agencies and groups that have long been looked to as arbiters of “good style” and “the rules” by which language is supposed to work. As such, the phenomenon of the singular they has occasioned no small amount of condemnation–both by prescriptivists and those taught by them, who hold that the singular they is an abrogation of rules both ancient and sacred, and by descriptivists who look at the condemnations by prescriptivists as emblematic of the failures of such positions.

For the record, I tend to take more of a descriptivist position than a prescriptivist, owing in part to dimly remembered lessons taken during my abortive attempt to become a band director when I grew up (musical “rules” have grown up in much the same way that orthographic “rules” have, with many of the same problems) and in part to my own, more extensive (but maybe not more successful), study of historical Englishes. I confront often the fact that the language changes, and I try not to be one of the curmudgeons who have throughout history complained about cildas þissum dægum and yelled at them to afliehaþ gearde min (or words to that effect). And I recognize the fact that guidelines of “correctness” are used as rubrics to shut out people who might otherwise contribute well to broader discourses and the betterment of us all, functioning as perceived shorthand for intelligence and human worth. (Neither is truly the case.)

There are many who continue to rail against the construction for not better reason than that was the way they were taught English should be used–as if they were ever taught a “perfect” form that was not itself subject to decry by the grumpy elders of its own time, and, in many cases, as if they themselves deployed exemplary use of that form on anything resembling a consistent basis. (While I know that being wrong does not make identification of wrong impossible, I also know that it argues against sufficient knowledge to accurately assess what is and is not wrong, as a given standard would have it.) There are also many reasons to be okay with the singular they, as others have articulated and with which I tend to agree, maugre the heads of those who complain.

Which leads, at last, to the idea that has prompted me to write now. For in my current primary job (because, like many millennials, I have to have more than one to meet my bills), I work with protected health information. By ethical standards and by law, that information must be kept private–and if it must be discussed, it must be discussed with the minimum possible disclosure. To put it another way, the information I have about my organization’s clients must be kept as anonymous as can be–and that would call for the singular they.

Leaving aside the many other problems with a language that admits overtly of only two genders–and there are many, more than can be treated in the present piece–there is the issue that, in speaking of a client’s information with a masculine or feminine attached, there is some abrogation of that client’s privacy, however small. Given the right circumstances, a slipped “he” or “she” can reveal an identity, either affirming it or excluding it, and in neither case is the client’s privacy as protected as it ought to be.

The singular they gets around the problem, however. By eliding expressed gender–which is something that modern English tracks only loosely  in any event–the singular they eliminates one more item of identifying information from any discussion of clients whose information is to be protected. And while the argument could be made that the “correct” third-person singular personal pronoun–it–does the same, common usage practice continues to connect “it” to the inhuman. That is, calling a person “it” dehumanizes that person, which is not an appropriate course of action for them to take who purport to care for others. Additionally, in the case of such work as I do, working with populations whose members already suffer under a dehumanizing onus–because those who struggle with addiction are looked down upon by many–reference to clients as “it” would add to already-existing problems, however slightly, and those whom I serve need have no more burdens than they currently bear.

I know that I could refer to “the client” or to “clients.” I know that I could put all references into the plural. I know I could use s/he or “he or she” or some permutation thereof. But I also know that the language is what people use it to be, and that the singular they economizes words and accords more and more with prevailing popular use–as well as making parts of my work easier, allowing me to focus more on the central portions of the work to be done.

Initial Comments for the November 2017 Session at DeVry University in San Antonio

Not too long ago, I signed my teaching contracts for the November 2017 session at DeVry University in San Antonio, Texas, which extends from 23 October through 17 December 2017. I am pleased to be working with two sets of students across the eight-week span. One set is enrolled in a section of ENGL 135: Advanced Composition, a class I have taught several times at the institution and which I enjoy. Materials are going up in the course shell already–a benefit of having done the work before.

The other is enrolled in a section of ENGL 216: Technical Writing. I’ve taught technical writing before, of course, both as an upper-division class and as one more nearly equivalent to my present assignment–but this will be my first time teaching the course at DeVry. From what I have seen in the course shell so far, it looks much like what I’ve done before, if a bit more regimented in response to the shorter teaching time and the need to standardize sections across the institution. I expect my students and I will have a good time of things; I certainly look forward to having a go at it–and to developing the new materials for it.

Class Report: ENGL 062, 14 October 2017

After the non-meeting of the previous week, class discussion treated concerns of visual literacy and numeracy before moving into general mechanics and style questions and upcoming assignments.

Students are reminded of the following assignments’ due dates:

  • Discussion Posts, due online at 0059 on 15 October 2017
  • Essay 2 Revision, due online at 0059 on 15 October 2017
  • MRL: Reading Textbooks, due online at 0059 on 15 October 2017
  • MRL: Next Reading, due online at 0059 on 15 October 2017

The class met as scheduled, at 0900 in Rm. 114 of the DeVry San Antonio campus. The class roster listed five students enrolled, unchanged since the last class meeting. Of them, two attended, verified informally. Student participation was good. No students attended office hours.