From the monthly archives:

September 2008

3rd C British King

by Dr Davis on September 15, 2008

Among the earliest of those Roman “kings” to defend England against invading tribes was this one in particular.  His reign is mentioned briefly by two ancient writers: Geoffrey of Monmouth and Robert of Gloucester.

 

We see this third-century king as remarkable for his era in that rulers in those days had reputations for negligence, unscrupulousness, thievery and murder.

 

Not this king.

 

Geoffrey and Robert characterize him as brave yet even-tempered, as capable yet good-humored.  So respected, so popular was he that even his daughter’s accomplishments were recorded.  [She was a skilled musician.]  Little else is known of this beneficent king.

 

Who was he?  We wouldn’t know anything else, except that someone made up a rhyme about him.  It is a rhyme which has been remembered, translated into the tongue of the day, and passed down for seventeen hundred years.  It is a rhyme which is slowly falling into obscurity as we drop the orality of our learning more and more.  My students don’t know many of the fairy tales; they certainly won’t have learned this rhyme.  

 

But I learned it.  I liked it.  I remembered it.

 

And now I will pass it on to my Brit Lit I students.

 

Old King Cole was a merry old soul,

and a merry old soul was he.

He called for his pipe and he called for his bowl,

and he called for his fiddlers three.

 

The story is quoted from Paul Harvey’s The Rest of the Story.

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What if you don’t end up teaching college English?

by Dr Davis on September 10, 2008

SellOut, a resource for PhDs considering careers beyond the university, has a lot of good information, including FAQs and resume writing recommendations.

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Thinking about education

by Dr Davis on September 10, 2008

Thomas Benton has a thoughtful article on the stupidest generation… the one we have now.

I recognized exactly what he was talking about, though not all of his points are strong.

I see too many students who are:

Primarily focused on their own emotions — on the primacy of their “feelings” — rather than on analysis supported by evidence.

Uncertain what constitutes reliable evidence, thus tending to use the most easily found sources uncritically.

We’ve talked about these issues at home as well. Our critical thinking sons will often accept what they read on the net based on what else the person said that they agree with. So someone who is a video gamer and very credible there is also considered credible on politics.

Convinced that no opinion is worth more than another: All views are equal.

I’ve actually seen this be more an issue with teachers than students.

Uncertain about academic honesty and what constitutes plagiarism. (I recently had a student defend herself by claiming that her paper was more than 50 percent original, so she should receive that much credit, at least.)

Well, they see their politicians doing it.

Unable to follow or make a sustained argument.

Uncertain about spelling and punctuation (and skeptical that such skills matter).

At least part of the blame for this lies with the educational system. If we do not expect it of them, they will not develop it.

Hostile to anything that is not directly relevant to their career goals, which are vaguely understood.

Increasingly interested in the social and athletic above the academic, while “needing” to receive very high grades.

Not really embarrassed at their lack of knowledge and skills.

I think these are all of a piece. They need high grades to get a vague job making lots of money and they don’t see why they need to know how to do anything in order to obtain it.

Certain that any academic failure is the fault of the professor rather than the student.

I agree. Many feel academic mediocrity is the result of the professor!

found via Sigmund, Carl, and Alfred

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Snowflake Compendium: “here for the car”

by Dr Davis on September 9, 2008

This student, a Snowflake as they are called on the Chronicle of Higher Ed forums, is simply in class because they don’t want to work and their parents are supporting them and offering them bribes.

If they come to class, they will be on time.  If there is homework assigned, they may or may not do it, but they don’t usually whine about not doing well, so that’s a potential double win.  You neither have to grade it nor listen to them complain.

Really, they are Snowflake Lights.  They will melt in the class, but they melt quietly without leaving a stain behind.  Only the W or F you must record bothers you with this student.

Feel free to include your own Snowflake “here for the car” stories in the comments.  Perhaps there are other subspecies that I have not taught yet.

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A rhetorical analysis of titles

by Dr Davis on September 8, 2008

Is Ms. an insult? It appears so.

It is certainly less polite than higher titles, Senator and Governor, and less commonly used to talk about someone who is married than Mrs.

So why is it happening so much in the New York Times?

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Tip 18: Where do you find sources for lectures, activities, handouts?

by Dr Davis on September 7, 2008

We should review our classes periodically if we are continuing to teach the same ones OR we need new sources because we are teaching new courses.

This may sound simple. Most of us have had to come up with something new. But sometimes, in the flurry of trying to get ready, we miss some useful sources.

Old class work as a student
This could be classes you took. I gave information out on Old English literature based on my notes from grad school. Also I talk about the six areas of research on Beowulf from the same source.

My introduction to Judith this summer came from two papers I wrote in graduate school.

And so did my discussion starters on women’s roles in the Old and Middle English eras.

Old class work as a teacher
Sometimes as teachers we move away from a project, a paper, an activity because it didn’t fit the class or we were tired of it. Perhaps it didn’t work in execution although the idea was good. Or maybe it worked incredibly well, but we had other things we needed to do instead.

Go through your old syllabi, your old notes, your old handouts and see what is in there that would be useful for your classes now.

I’ve found old assignments (riddles) and old formats (aesthetic differences in syllabi) that were very useful doing this just this summer.

The internet
You can find just about anything on the internet, if you are willing to do multiple searches and take some time to get it done.

There are syllabi, for suggested readings in courses similar to yours.

There is history and cultural background information, for various periods, often including very interesting sites you could actually look at in class.

There are teacher’s plans, including quotes and activities, exercises and handouts, visual aids and videos.

If you plan ahead for time, or you take the time when you’ve been surprised at the last minute, the overabundance that is the internet can offer incredible source materials.

Journal articles
These can be a source of interest to you and the more excited about a topic you are, the more likely your students will become excited.

If this is a new topic for you, start looking for the references. Which works are referenced the most? Make sure you read those.

If it’s a standard topic, don’t be afraid to look at old articles for inspiration. I found a great article on voice in College English back in the 1980s.

Books
Don’t neglect the tried and true.

If you are doing a new class, see what your library offers. Look at interlibrary loan.

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I’ve been in academia for 20 years

by Dr Davis on September 6, 2008

and sometimes colleges do goofy things.

Weather alerts
One college canceled classes because of the weather. But they didn’t cancel classes until 6 pm, by which point I and my students were in a classroom already. We didn’t hear about school canceling until 8:30 pm when the police came by to shut our building. If you are going to cancel night classes, check on the night classes to make sure they got the news.

New regulations
If colleges want people to do something, they should give more than 24 hours notice and an alert by something other than email.

I checked email twice one day, but did not check it the next day due to a hectic schedule.

The day after that, a weekend when most college offices are closed, I got the email that said I had to have something done by Friday afternoon.

Call me, folks, if it’s that important.

Rules
One school had a six-absence and you fail rule for English. But if you were on a team, you might be gone on school business more often than that. What to do?

Others?
I don’t have any more I can think of right now, but if you do, add them to the comments.

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What someone learned from this election:

by Dr Davis on September 4, 2008

Big Arm Woman at Tightly Wound:

1. The media is sexist. Well actually this one wasn’t a news flash. I mean, I’m not a big HRC fan, but come on–if you’re gonna criticize a woman for having birthing hips on the campaign trail, then I demand equal time for some analysis of the Biden Comb Over. Because really, that thing is scary.

There are more!

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This is hysterical! (And a smidgen cynical… and true.)

by Dr Davis on September 4, 2008

UNIVERSAL GRADE CHANGE FORM

____________________University

To: Professor____________________ From:___________________________

I think my grade in your course,___________________, should be

changed from ______ to _______ for the following reasons:

______1. The persons who copied my paper got a higher grade than I did.

______2. The person whose paper I copied got a higher grade than I did.

______3. This course will lower my Grade Point Average and I won’t get

into:

______Law School

______Medical School ______Graduate School

______Dental School ______My Fraternity/Sorority

______The Mickey Mouse Club ______Tri County Tech

______4. I have to get an A in this course to balance the F in

_______________.

______5. I’ll lose my scholarship.

______6. I’m on a varsity sports team and my tutor couldn’t find a copy

of your exam.

______7. I didn’t come to class and the person whose notes I used

did not cover the material asked for on the exam.

______8. I studied the basic principles and the exam wanted every

little fact.

______9. I learned all the facts and definitions but your exams

asked about general principles.

_____10. You are prejudiced against:

______Males ______Jews ______Blacks

______Females ______Catholics ______Whites

______Protestants ______Moslems ______Minorities

______Chicanos ______People ______Students

_____11. If I flunk out of school my father will disinherit me or at least cut my allowance.

_____12. I was unable to do well in this course because of the following

illness:

______mono ______broken baby finger

______acute alcoholism ______pregnancy

______VD ______fatherhood

_____13. You told us to be creative but you didn’t tell us exactly

how you wanted that done.

_____14. I was creative and you said I was just shooting the bull.

_____15. I don’t have a reason; I just want a higher grade.

_____16. The lectures were:

______too detailed to pick out important points.

______not explained in sufficient detail.

______too boring.

______all jokes and not enough material.

______all of the above.

_____17. This course was:

______too early, I was not awake.

______at lunchtime, I was hungry.

______too late, I was tired.

_____18. My (dog, cat, gerbil) (ate, wet on, threw up on) my

(book, notes, paper) for this course.

_____19. Other___________________________________________________

from RightWingNation

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Grammar errors in real life

by Dr Davis on September 4, 2008

This may become a feature on TCE.

“The lady shined.” from The American Spectator

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