How I Saved My Teaching Career: Step 7: Write a Blog

ImageThis is the final post in a series on how to overcome burnout and love teaching again.   See the end of this post for previous entries.

In the summer of 2007, my burnout reached its peak.  I’d taken some steps to deal with it (and you can check out the links below to read about some of them) but I’d also spent the summer recovering from my most stressful teaching year yet, and I was dreading returning to the classroom.  I knew I needed to do something more.

In addition, I’d been working on a novel for eight years, and it was going nowhere.  I’d once again spent the summer trying to find a structure for it, and was becoming more and more frustrated.  I was no longer sure that I wanted to continue writing fiction.  It wasn’t making me any money, and no one but me really cared if I finished this manuscript.  Why was I doing it?

One day that August, I had coffee with my friend Vila H., who writes the delightful blog The Smoking Section.  She said, not for the first time, “I’m telling you, you need to start blogging.”

As it turned out, she was right.

My blog began as a place to publish some of the work I was doing for my M.Ed. courses (the first post was an early version of my teaching philosophy statement.)  As time went on, however, the blog evolved into an online diary, including ruminations on my classroom experiences and commentary on other education blogs.  It became the place I turned to immediately when things went wrong or when I was struggling to choose a course of action with a student.  It became a hub for my discussions with teachers all over the world.

It also fulfilled a need I didn’t know I had.  My writing life and teaching life had been strictly compartmentalized – I taught during the semester and wrote fiction during my holidays.  Now, my life felt more unified.  My teaching was material for my writing, and my writing made me a more effective teacher.

I’d recommend blogging to all teachers who want to make sense of their teaching experiences.  A blog can be public or private.  Even if you write only for yourself, or allow access only to close friends, it provides perspective, much like a diary does: writing about a problem makes it more manageable.  If you make your blog public, it can also provide help: if you put some effort into reading others’ blogs and responding to their posts, they will do the same for you.

If you do decide to write a public blog, there are a couple of potential issues to keep in mind.

1.  Protecting the privacy of your students and colleagues. 

I blog under a pseudonym, I never reveal the name of my school, and I change the names of any students or teachers I mention.  Some of my colleagues know that I’m the blog author, but our college is a large one and it’s unlikely they’d recognize any of the students I write about, even if they have those students in their classes.  I take special pains not to expose my blog to my students, because I don’t want them recognizing one another in its pages.  They’re not likely to be terribly interested in a blog about education, but if they Google my real name and my blog comes up, this could lead to problems.  I avoid leaving online clues connecting my real name to the blog.

2.  Dealing with negative responses. 

For the first couple of years, comments on my blog were usually constructive and respectful.  As my blog gained more exposure, however, a couple of posts attracted a lot of attention, and some of this attention was, let us say, impolite.

One post, written in a moment of hair-tearing essay-marking frustration, was entitled “10 Reasons I Hate Grading Your Assignment.”  It went moderately viral on StumbleUpon, and the vitriol began pouring in.  About a year later, I wrote a guest post for the education blog at Change.org.  This post, about how to control the use of cell phones in the classroom, made some people very, very angry, and their comments were pretty aggressive.

In both these cases, I came away from the discussions with new things to think about (for example, I no longer ban the use of cellphones in my classes, given some interesting arguments that were raised in response to the latter post.)  Nevertheless, both posts gave me a string of sleepless nights, and I now find myself hesitating to hit “Publish” whenever a post veers into provocative territory.

Password-protecting your blog, so that you choose your readers, is one solution.  The cost is that you lose out on connections you can make with educators all over the globe.  I wasn’t ready to give up those connections, so I accepted that writing for the online public requires a thick skin.  I also avoided arguing with rude commenters, while taking pains to identify anything valuable in their perspectives.  If things got really out of hand, I deleted comments or shut down the comments section altogether.

The advantages of keeping a blog about teaching far outweigh the costs.  When I feel overwhelmed by a teaching dilemma, I write about it.  This gives me some distance, and often leads to helpful feedback.  In my darkest classroom moments, I remind myself, “This is all material.”  And it’s not just material for writing.  Through the blog, I both document and create my own learning.  And when I need to be reminded of what I’ve learned, the blog is always there, like a good set of classroom notes.

If you’re interested in keeping a blog, you might want to visit a host site like WordPress.com or Blogger.com to check out how it all works.

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Do you keep a blog?  If so, how does it help you?  If not, would you consider doing so?

Thanks so much for following this series!  Please tell me what you’ve thought.  Has anything in these posts been helpful?  Would you take issue with any of my actions or conclusions?  I’d love to know your reactions.

 Previous posts in this series:

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The series “How I Saved My Teaching Career” was originally published on the TimesOnline’s education blog, School Gate, in 2009.  Thanks to School Gate’s editor, Sarah Ebner, for her permission to repost.

Image by Marja Flick-Buijs

Essay Writing: The Cake Analogy

This week, I am working on essay structure with my post-intro students.  After 22 years of teaching essay structure in various forms, I am, as you can imagine, sick of it.  But then I came across this little analogy: how to bake your essay like a cake!  It’s cute.  It’s tasty.  There are things here they might actually remember.

This got me thinking.  A lot of you out there must have analogies that you use over and over in your classroom, because they work.  Or maybe a teacher gave you an analogy years ago that you’ve never forgotten.  Could you please share some of them here?  That way, the rest of us can learn, steal, or just admire your ingenuity and  that of the teachers you’ve known.

Image by Jonathan Fletcher

Plagiarism: What Do Students Think?

It is only a week and a half into the semester, and already my office mate and I are talking about plagiarism.  There are hangovers from last semester – cases that never quite got resolved - and our college has a new plagiarism policy that requires, among other things, that we submit any plagiarism accusations to the dean within 15 business days.  (This is good to know; sending off those letters often falls to the bottom of my to-do list.)  So we’ve been wondering what instances will rear their heads this semester, and what we can do to head them off, beyond the myriad precautions we already take.

In discussing it, an old question from a friend and reader, Gen X, emerged for me: if you asked students, what would they say about plagiarism?  Why do they do it?  Why do they continue to do it even though they know it a) may get them into trouble, b) does not help them learn, and c) is both cheating and stealing?  Do they see it some other way?  Are they desperate?  Do they (as I suspect) really feel it’s no big deal as long as they don’t get caught (and sometimes even if they do)?

I would be very interested in anyone’s take on this; I’d be especially interested to hear from students, but we’ve all been students at one time or another.  Have you ever plagiarized?  Why?  Did it seem justifiable, or did you not understand the problem, or did you know you wouldn’t get caught, or did you feel it was your last best resort?  If you did get caught, what were the consequences?

(I did it on minor assignments in high school all the time.  If my biology teacher asked me to answer five short questions about the beluga, I knew he wasn’t asking me to copy information out of the encyclopedia, but I was never, ever reprimanded for doing so.  I never plagiarized anything in university, from what I remember, but I had friends who did, shamelessly.)

Why do students plagiarize?  What can be done to prevent them from doing so? Is it really such a big problem?  Gen X wants to know, and so do I.

Image by  Michal Zacharzewski

Bloggers Anonymous

As is usual this time of year, I’m dealing with a trying student.  Yesterday, as a cathartic measure, I prepared a post in which I collated our email exchange since the beginning of the semester.  If you are not me, this exchange is no doubt extremely entertaining.  (If you are me, you spent most of yesterday meditating because it’s the only thing that prevented you from wrecking stuff and cursing constantly.)

However, this morning, I’m finding myself reluctant to publish it.

When this blog was being read by only a handful of friends and colleagues and the occasional visitor, I felt fine about posting stories about students, including almost word-for-word dialogue and emails.  I was taking plenty of steps to protect my students’ privacy, including the following:

  • My real name doesn’t appear anywhere on this blog, and I’ve taken strict measures to prevent my real name and my blogonym from being connected to each other anywhere on the internet.
  • I never mention the name of my college.
  • I change all names and identifying features of any students I mention.
  • Although plenty of my friends and colleagues know that I’m the blog’s author, it’s highly unlikely that they would recognize students in any of my stories.  My college is large – even if we’re teaching the same person at the same time, there’s usually no way for a teacher to know that this person is the one I’m referring to in a post.
  • The only people who are likely to recognize a student in a post are a) the student him/herself, or b) other students in the class, if the post describes an event that happens in the classroom.  For this reason, I’ve tried very  hard not to let my students know that I keep this blog, and so far, I think I’ve been successful.  There have been times that it would have been valuable for me to share it with them, but I never have.

Given all of the above, I’d be interested in your thoughts on this matter.  Is it okay for a teacher to tell true, detailed stories about interactions with students if no one is likely to ever know who the students are?  What about publishing emails from students – are these confidential?  (I believe the law concerning letters is that the recipient is the owner.  Is this true for emails?)  Is there a difference between reproducing a brief email and a long exchange?

As this blog gains more exposure, I’ve been trying to be more prudent.  But telling true stories is helpful to me, and seems to be helpful to readers as well.  I miss it.

What’s a teacher blogger to do?

Image by Richard Dudley

Formatting Blues

The following conversation took place earlier this week on my personal Facebook page.

Siobhan: Open memo to a student who shall remain nameless: Going into your final paper, you had an overall average of 59.7%. Did you not feel the stakes were high enough to invest half an hour in formatting your paper properly? Because if you’d done so, you would have passed the course.

And now I find myself in one of those infuriating ethical dilemmas. To pass or not to pass?

Colleague A: Does it benefit the student to take it again? That’s what I always ask myself. Sometimes the answer is a clear yes or no, but sometimes even this does not make it an easy question to answer.

Siobhan: It might or might not. I think it WOULD benefit him to stop goofing around, and failing might impress this upon him.

Colleague B: At a 59.7% final average? PASS.

Siobhan: 59.7 before the final paper. Now, 57.5. To give him a pass, I’d have to raise his grade on the final paper from a 53 to 61.  Note: formatting is worth 10%. He got 0.8/10.

Colleague B: Oooooh I see – now I can feel the ethical dilemma. If 53 is what he deserves on the paper, and if your marking criteria are clear and known to the students, I do not believe you should increase his mark to 61.

Outside Observer C: Yersh. Do you have to make the grades add up to 60? Could you just round up the final mark?

Siobhan: You mean just round it up when I submit the final grades, without changing the details of the grade breakdown? I expect that’s possible, but difficult to justify.  I am considering sending the paper back to him and telling him that if he formats it perfectly before Friday, I will give him a 60% on the paper.

Colleague B: Yes – that is a very good, even better than what I was thinking.

Colleague D: I have high pass rates in my classes because I do stuff like asking for additional work to justify bumping up a mark to a 60. It is futile when the student is riding on a 47 but if it’s mid-50′s or more, I often do it, as (for example) the optional make-up or bonus work I lay out on the last day of class. But hear me out. I, too, ask if it isn’t simply more helpful for a particular student to sit five English classes instead of four. And indeed, sometimes the answer is clearly yes.  So I would support you if you decide to have the boy reformat his work. If he doesn’t learn his lesson, then he will pay for it sooner or later in ways that we will not be around to watch.

Colleague E: I wouldn’t let him fail the course for formatting issues. I vote for “give him till Friday to reformat.” It’s not making you do any extra reading.

Siobhan: Just to be clear: he’s not failing the course for formatting issues, although that hasn’t helped. He’s failing for a whole pile of reasons, but if he’d just bothered to format the damn paper, he would have scraped through. If he’d done a host of other things, then his formatting on this paper wouldn’t have made much of a difference.  I have written a friend at the Learning Centre to see if he’ll work on it with him (to prevent the paper from being passed to a classmate for reformatting.) I’ll see what he says and write the kid in the morning. So. Tiring.

Outside Observer F: Was formatting an outcome of the course?

Siobhan: Yes.  In all my courses, 10% of each of their take-home assignment grades is given for formatting.  We review formatting in detail and they are given links to appropriate formatting guides.

Colleague G: Sometimes my only thought is whether I am willing to impose this student on one of my colleagues (or potentially back onto myself!) teaching a later course… Mind you, the alternative is to impose him/her on me or one of my colleagues as he repeats the current course… Oh, this was not a useful reply for you at all…

Colleague H: This may be dangerous to admit, but I tell my students that I don’t give out final grades that end in 7, 8 or 9. I always round up. My justification for this is that language (and analysis) is not an exact science, and my marking therefore perhaps has a standard deviation of about 3 (hence the 7, 8 and 9 possibilities). This means that anyone with a 57 gets a 60 or an 88 gets a 90. However, if someone has a 56 (or 66 or 76 or 86) they KNOW that they didn’t do that wee bit of extra work (like formatting in MLA style gosh darn it!) to give them the little bump. So that’s my justification…if you think this is horribly wrong, I’m willing to change. It’s just been terrifically helpful in dealing with students and having them understand the less-than-exact science that is grading….and by “you”, I don’t mean Siobhan particularly, just the whole general world of education and pedagogy :)

Siobhan: I remember you talking about that policy awhile ago, and I even considered whether I should implement it. However, over the years I have developed very detailed rubrics with precise criteria, and I assign point values to each criterion, and then I simply add up the points. This is not really less subjective, of course, but it does give both me and the student the feeling that the grade is a fairly accurate reflection of their abilities. In order for the grade to be rounded up, I would have to decide that I hadn’t graded fairly for a particular criterion, and change that. If students want to argue their grade, they have to convince me that they did better in one or more specific areas than I gave them credit for, and why. I have still been known to fudge grades one way or the other a bit if I feel a student is borderline, but it always comes down to their mastery of particular criteria. (I say always. Let’s say: almost always.)

Colleague J: If students like this put even a fraction of the time and effort into doing their work that their teachers put into evaluating it and wrestling with the ethical dilemmas it creates, we wouldn’t find ourselves in these situations so frequently.

Colleague G: Yes!  Why on earth do we agonize so much over work that, clearly, has not been agonized over by the student him/herself??

Colleague J: I can’t tell you how many times I’ve marked an essay and been convinced that it took me longer to mark it than it did for the student to write it. For me, such a lack of care prevents these issues from having an ethical dimension; if I pass the student, it is not because I am concerned about doing the wrong thing by letting him/her fail.

Siobhan: To be fair to this guy, I think he really did make some kind of effort (such as he was capable of) on this paper, out of desperation if nothing else. It looks like he made an attempt at some sort of formatting, but without looking at any of his guidelines or using any common sense. (Triple-spaced? Half the paper left-justified and the other right-justified? Identification info in the header? What?) It’s more than he’s ever done before, even if it’s all wrong. His last paper was single-spaced and entirely in italics, with no name or other identification on it anywhere.

That said: I sent him a detailed message yesterday with instructions including “go online and make an appt. with the Learning Centre NOW and email me when you’ve done it.” I included the link. According to the message system, he read the message yesterday. He has not emailed me. Looks like this guy’s toast.

Colleague J: I was going to say let him re-format it and stop spending any more energy thinking about it, but I agree with your latest comment. From your perspective, he’s got to show at least some effort at this stage.

Siobhan: The situation itself is frustrating, but I’m actually finding the conversation about it quite stimulating!

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What would you do with such a student?  Give us your thoughts.

Image by Billy Alexander

Unfriendly Grammar: A Reply

On Monday, I published a letter from S, who feels the urge to delete friends from her social networks when they write updates full of grammatical errors.  You had lots of interesting responses.  Here’s mine.

Dear S,

I sympathize.  I really do.  But I can’t commiserate, I’m afraid.  I’ve had to work too hard to overcome the response you describe.

People have different priorities.  Those of us who prioritize grammar and clear communication may see it as an almost moral concern.  Believing oneself to be right about something often entails believing that one is, quite simply, better than those who don’t care about that thing.

However, a concern with correct grammar (and its relatives: sentence structure, spelling, punctuation, accurate vocabulary etc.)  is a fairly rarified preoccupation.  And those of us who are preoccupied with it are that way, not because we are better or smarter or right, but because we LIKE grammar.  Maybe not grammar rules (although some of us like those, too), but the effects of correct grammar.  We like the sound of a well-constructed sentence.  We like the clarity of the appropriate word.  Our ears are grated by faulty constructions.  We’ve probably read a lot of books, some of them very snooty books, and we have learned more or less osmotically what sounds right.

Here’s the thing, though.  What sounds right to me – and I am, as you may well know, OBSESSED with grammatical correctness – may in fact be incorrect in some circles.  For example, I know there are people who still castigate those who use “impact” as a verb.  A few years ago, I would have been among the castigators.  Now, I use it freely.  It’s useful, just as the verb “unfriend” (liberally used in your letter) is useful.

I nevertheless still cannot abide the usage “If I would have known….”  Why?  No reason.  It’s wrong, but no more wrong than plenty of other things, and the meaning is clear.    It just bothers me, especially when I hear a news reporter or an English teacher use it.  ”Bothers me” is in fact much too mild: it makes me nuts.  So does the word “relatable” and the “its/it’s” confusion you mention.  Other stuff, not so much.

A colleague once sat in my office for almost half an hour, bemoaning her inability to get her students to stop writing sentences beginning with “This.”  As in, “Our house is on fire.  This is a problem.”  For some obscure reason, she hated such constructions.  Maybe she was right; I have no idea.  I certainly didn’t feel like getting into a lather over it, and was a bit disconcerted by how much it upset her.

I am sometimes unable to restrain myself from raging about a foible that peeves me.  However, I frequently hearken back to a conversation I had years ago with another colleague who had ventured into the world of internet dating.  She’d been communicating  with a man  whom she liked quite a lot.  ”But I don’t think I can meet him,” she said.  ”I’m not going to be able to date him.”

“Why not?” I asked.

“Because there are spelling and grammar errors in his emails,” she said.

Now, this woman was an English teacher.  I could certainly understand that clear writing was a priority for her.  Here’s the problem, though: that very morning, I had received an email from her that had three glaring errors in it, errors that just happened to fall into my wheelhouse of abominations.  I had to bite my tongue very hard, and I also formed a new opinion of her chances of finding happiness in love.

Mostly, though, it made me realize that my own ravings about misplaced modifiers and apostrophes in plurals might be undercut by lapses of my own, and that others might be thinking, “Well, you used ‘hopefully’ wrong last time we met.”

Which is to say: I try to maintain some humility about this.  I still get irritated, but if I need to run off at the mouth, I try to focus on something specific – my hatred of the use of “aggravate” to mean “irritate,” for example, which according to some people (including Charles Dickens) is not even wrong.  I try not to make sweeping judgements about people based on how well they spell or conjugate.   People make language errors for myriad reasons: dyslexia, limited education, second-language interference, innate ability…I may think less of someone whose poor grammar seems to arise from pure laziness, but I remind myself that, even if that’s the cause, others may judge me the same way for taking taxis when I could easily walk.

Here’s the truth: I enjoy the company of people who know how to use words.  Their ability to use words is one of the reasons I enjoy their company.  However, I enjoy other people for all sorts of other reasons.  Just because they don’t know the difference between “effect” and “affect” doesn’t mean they have nothing to offer me.  In fact, while I was busy learning to nit-pick about grammar, they may have been off doing things that had actual constructive impacts on others’ lives.

Go easy on people.  In return, they just might go easy on you.

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What do you think of this advice?  Leave a comment below!

Have a question about language, teaching, learning, writing or other concerns that Auntie Siobhan can help you with?  Send it to me through my contact page.

Image by Shirley Booth

How To Use Quotations

I gave a lesson on integrating and formatting quotations on Tuesday, and – serendipity! – Carol Saller at the Chronicle of Higher Ed published about correct use of quotations the next day, right AFTER it would have been of some use to me.  It doesn’t really matter; I’m unlikely to pass on any advice containing the words “no one will accuse you of plagiarism if you…” to my students.  Nevertheless, her article tidies up some things I’ve never been sure about, like whether it’s necessary to put ellipses at the beginning/end of a sentence fragment (although she doesn’t address quotations like the one I use above, in which the ellipsis implies info that the reader must supply imaginatively.)  Apparently there will be a Part 2 and Part 3, so by next semester, my quotation-formatting nit-picking will be at a whole other level!

Life and Death and Anthologies

Anthologies are odd.  They’re compiled of a lot of stuff that someone thinks we should read, and so they have little to do with the real experience of reading.  Being a “reader” is as much about wandering down the aisle of a bookstore looking for attractive covers, or downloading an excerpt on a Kindle based on a friend’s recommendation, as it is about curling up in a chair and getting lost.  Anthologies are meant to educate us; they are not meant to transport us. But sometimes they do both.

On Saturday, a column by Mireille Silcoff,  in the National Post, begins when she goes into early labour, and is rushed off to the maternity ward in such haste that she arrives without reading material.  Her husband, hapless when it comes to books, brings her some duds from home, including her old Norton Anthology of English Literature.  At least, I’d have called it a dud, but she takes a different approach.  She settles in with it, and  discovers a lot of things about herself and, most tellingly, about her undergraduate education.  All those things are interesting, and I will write about them later, but I was first struck by Silcoff’s unexpected affection for her anthology.  It resembles an experience of my own.

When I was twenty-nine and in the middle of my Masters degree, I went off to Ireland for a summer, in order to research the novel I was writing and earn some transfer credits doing a “writer’s course” through, of all things, the University of Arkansas.  I planned to arrive a couple of weeks early, so I could spend some time with a friend in Dublin, and drop in on a postcolonialism conference at the National University of Ireland campus in Galway, where my course would be held.  I was an experienced traveler, and had learned to travel light.  There would be no shortage of bookstores in Ireland, but I needed one good read to get me there, something small but full of stuff  to chew on, so that after my arrival, I could put off buying more books for as long as possible.

My “writer’s course” was going to consist of a creative writing master class and a survey on contemporary Irish fiction.  The survey required an anthology, the Penguin Modern Irish Short Stories.  Perfect, I thought.  Or, at least: adequate.  A book.  Lots of things in it.  I have to read  stuff from it anyway.  It’ll do.

Once I settled into my seat on the airplane, I discovered the first problem: the first fifty pages of the anthology were missing.  There was no table of contents; the collection began in the middle of a story by George Moore.  There was also no index.  The authors and titles of the stories were indicated in headers at the top of each page, but I had to thumb through scores of unfamiliar names to find the names I wanted: Yeats, Synge, Joyce, Beckett, and … well, truthfully, those were the only twentieth-century Irish writers I knew anything about.  I sighed.  All right, fine.  What else was I going to do?  I settled in, turned to Beckett’s “Dante and the Lobster,” and started reading.

I carried that anthology everywhere with me for the next two weeks.  I read from it as I lay wrapped in a blanket, at four a.m., ravaged by jet lag, in the lamplit hammock in the yard behind my Dublin friend’s apartment block.   (The hammock was the only place I could read without disturbing anyone.  My friend and I were sleeping on the floor of her one-room; there was a chair next to the communal telephone outside her apartment door, but the light switch beside it illuminated the hallways of the whole building for three minutes, after which it shut off automatically.)  I read that anthology in cafes in central Dublin, in between visits to Nora Barnacle’s house and the National Gallery.  I read it on the four-hour bus ride to Galway, and then during the interminable lonely stretches in the hostel common room as I tried to work up the nerve to make conversation.  (For someone who has spent so much time on my own in foreign countries, I’m a terrible solo traveler.)  I read it between presentations at the postcolonial conference, and even a little bit during Terry Eagleton’s keynote speech (sorry, Mr. Eagleton).  And I kept reading it, marking each story with a dog ear when it was done, until I’d settled into my dorm room at the National University to begin my course.

Flipping back and forth through the pages and choosing stories by whim or chance, I discovered several writers that would stay with me long after that, Elizabeth Bowen and John McGahern in particular. (McGahern would show up as a speaker during my survey course, along with Patrick McCabe and Dermot Healy and a number of others, whose names I would probably recognize if I met them now.  Our teachers kept telling us what an honour it was to spend time with these writers, but we knew nothing about them, and the honour was lost on us.)  I don’t remember a whole lot about the anthologized stories themselves.  I couldn’t for the life of me tell you now what “Dante and the Lobster” was about.  But that wasn’t the important thing.

The important thing was partly that I was in Ireland and was learning snippets of what it means to be Irish.  I was learning things I would have known if I had gone to school in Ireland, if I had read literature at an Irish university, even if I had just spent my youth drinking in the pubs of Ireland and watching Irish television.  Lying on the beach on the island of Inisheer, where the novel I was working on would be set, I began reading Mary Lavin’s “Happiness.”  While I was in the midst of it, a young Australian man I’d met on the ferry came to sit next to me on the sand and chat me up, and although he was handsome and friendly and I’d been lonely, I was annoyed.  I’d been caught in a little teacup of Irish life, and he’d sloshed it.  I eventually froze him out, probably rudely, and he went off to find someone less bookish and more grateful, and I returned to Mary Lavin’s world.

I was getting more than a cultural education.  I was captivated by the intensity of each bit of narrative.  Short stories are like  that, but there was something about the book itself, about the incredible density of this small volume.  It was like a chunk of paper dark matter.  Or a chocolate box, except that each bonbon might turn out to be a bite of foie gras, or a marble, or a leaf of mint.

Silcoff describes her experience rereading her Norton Anthology by saying that when one is in the hospital,

Best to read short things about big ideas that can capture the imagination quickly. You are in a place of life and death, after all. It’s only normal to become a little philosophical.

She’s talking about the maternity ward, but she could be talking about Ireland.  Or any new place, really – any place we travel to.  Everything seems both more alive and more mortal when you’re traveling.  The smallest thing leaps out of the landscape like a butterfly, and then, in no time – a moment or a few weeks – it’s gone.  Just like the title of a story might leap out at you from the page in the middle  of a thick little book, and then, within a few moments or an hour, the story has faded and given way to another.

Once I was done with the anthology – every single story – some classmates and I made a pilgrimage to the Galway bookstores.  Ireland is famously in love with its own literature, and Irish writers were always the most prominently displayed.  I was able to buy novels by Elizabeth Bowen and Flann O’Brien with confidence now, having already tasted their wares.  I loved those novels – I should really go back and read them again – but they were heavy, immersive experiences, very different from the delicious flashes of the short stories in that anthology.

It’s in front of me now on my desk.  On its cover, a coachman glares over his shoulder at me, his whip at half mast.  In the midst of all my grading and research and household cares, I don’t have the time or energy I need to return to it right now.  And maybe returning to it is not the point.  I’m an English teacher, and so have shelves of anthologies around me, at home and in my office at school, the detritus of many years of publishers begging me to impose their books on my students.  Maybe I need to choose a random volume – immigrant narratives or  Victorian poetry, gothic tales or African drama – and taste some new mouthfuls.  I’m not in labour, or on the road, but every place, everywhere, is a place of life and death.

*

Thanks to Erin M. for the link to the National Post column!  It comments on more than just anthologies – its main thrust is the uses of a college education (anthologies included).  More on that topic soon.

Here’s What I’d Change About School

Dear readers:

There are some exciting developments happening at Classroom as Microcosm.  The last week has seen a major uptick in traffic, not least because a recent post, Fail Better, was chosen as a WordPress Freshly Pressed feature and so attracted a whole bunch of new followers and, at last count, 228 comments – welcome and thank you!

In the meantime, I have received lots of interesting and articulate responses to a question I posed to student readers: what would you change about school?  I’d still love to know what you think about this topic – please hop over to the post and leave your comments – but in the meantime, several readers have agreed to let me publish their answers as posts, for your consideration and discussion.

Accordingly, next week I will run five posts from five students, in which they explain what they would change about school if they were Supreme Leaders of the Universe.  Look out for Emily’s post on Monday, in which she tells us her problem with school: it’s just not challenging enough.

Image by Julien Tromeur

Pearls of Wisdom to Offer Students About Writing

There are five things that Rob Jenkins tells his composition students every semester.
  1. “If you think you won’t have to write anymore once you’re done with your English classes, you need to think again.”
  2. “If you think you’re going to be done with writing when you get out of college, you need to think again.”
  3. “Writing is not a magical ability that some people just have and others just don’t.”
  4. “If there is a secret to good writing, it is this: multiple drafts.”
  5. “Good writing comes from having more to say than you have space in which to say it, so that you’re forced to say it as well as possible.”

He elaborates on these in some detail in his post over at the Chronicle of Higher Education.  I intend to drop them on my students one at a time, as the occasion warrants.