Fantasy a No Go with This Years Students

Back in January, you may have seen my post about using novels instead of textbooks for my ENG101 and RWR090 classes. Two of the novels worked out okay, but one was a disaster.

Feed by M. T. Anderson

This semester’s 101 students weren’t as enthusiastic about Feed as last semesters, but after a rocky start, they did get into the book. The romance plot hooked them. They engaged with the book when characters made bad choices. Most importantly, it made them think. They saw clear connections between the book, the articles we read, and the TED talks we watched.

When it came time to write essays, they dug into topics like consumerism, dependence on technology, and social media. They succeeded at finding ways to narrow those things down, and while some struggled to balance all the different sources, most of them did assert and support an interesting thesis.

For now, I’ll continue to use Feed.

Shadowshaper by Daniel José Older

As much as I love this book, using it in class was a nightmare. I had thought that my students would like it because they could “see themselves” on the page and use things like the snippets of Spanish dialogue and description of familiar food to connect to the book. This backfired. I was being stupid, letting my white, middle class privilege influence my thoughts.

Yes, some students did like the descriptions of Caribbean food and connected to the relationships the characters had to their family members. Some of them had even lived in the neighborhood the story was set in. It helped a little, but mostly, they were indifferent to it or bored.

The supernatural elements were what tipped them over the edge. The idea of characters controlling and summoning spirits disturbed them. Some couldn’t understand the magic system but more found it to be too real. At least one or two students believed in spirits. One said their pastor told them not to read it, because that kind of thing “opened doors” for bad spirits to come in. Another said a friends aunt claimed to be able to control spirits and use magic to bring people good or bad luck.

The combination of being bored with the setting, disturbed by the magic, and annoyed by the main character meant they complained about the book non-stop. It didn’t help that I was out with a concussion for a good part of that unit.

When it came time to write, they trudged through a character analysis, wrote reviews for extra credit, and celebrated when it was over.

Love, Hate, and Other Filters by Samira Ahmed

This is a book I will again for RWR090. My students did seem to enjoy it and learn a lot from it. They could relate to the experience to some of the experiences the main character had balancing American culture with her parent’s culture and loved learning about Indian and Muslim culture.

Their essays were thoughtful explorations of concepts that came up in the book, and with no small amount of hard work, they found articles about those concepts and connected them to the book.

I admit I didn’t do nearly as much with it as I should’ve. I feel like I barely scratched the surface of it, and there is tons of untapped potential to explore in a new semester with a new group of students. I think I was a little drained or burn out from the rougher portions of the semester. However, with time to reflect on and examine what I did and didn’t do, I can make much better use of it next time.

Comments?

I’m interested to hear if any one else has used novels in a first year writing course – one that isn’t specifically geared towards literature. What did you use? How did it go? Will you do it again? Why or why not?

 

Replacing Textbooks With novels in First Year Writing

For the past five years, I’ve taught first year writing at community college and state universities. I assigned textbooks and/or trade books based on what other teachers used or what seemed like the kind of book college students should read. It didn’t work out so well. Now, I’m using books I get excited about.

The first books I recall assigning were writing textbooks like Curious Researcher or Axelrod & Cooper’s Concise Guide to Writing. While these contain good information about writing and some useful exercises, they didn’t engage students. Half the students didn’t even bother reading, and the ones who did complained the book wasn’t worth the $50 or $60 they paid for it. 

As I got more experienced, I realized that most of the material in the textbooks could be conveyed through discussions about writing and having students reflect on their own writing and/or other people’s writing.

I stopped making students buy expensive textbooks and started assigning one or two trade books. Additionally, students would read assortment of articles they could access for free online or through the library’s databases. This works well for a lot of teachers.

While I did manage to find a handful or articles and essays that engaged my students, I couldn’t seem to find a book they liked.

The Mind at Work by Mike Rose held their attention for one chapter. The Boy Who Harnessed the Wind by William Kamkwamba was a neat concept, but they got bored with the amount of detail in the story. They liked some of the “facts” in Modified by Caitlin Shetterly, but were easily confused and claimed she kept getting “off topic” and wound up hating the book. They claimed Dwellings by Linda Hogan only needed to be a few pages because it repeated the same message over and over again.

The first book I assigned that more than one student seemed to enjoy was Feed by M. T. Anderson—a novel.

It took a while, but I finally figured out what my problem was: I really don’t enjoy reading book length non-fiction. I know it is sometimes necessary, and that a lot can be learned from it, but it always feels like work.

I don’t get excited about it, and that is a huge problem.

Students have very sharp bullshit detectors, so they know when I’m faking it. If I’m not excited about the book, why should they get excited about it?

Feed was the first novel I asked students to read. It also happened to be dystopian, YA, and science fiction – a combination of genres I love.

Because I was so excited about it when I introduced it, they gave it chance. Because they gave it chance, many of them got pulled into the story and enjoyed it. A few loved it. One student told me it made him want to start reading novels again.

Sure there were a few who didn’t like it, but since books are so subjective, that is to be expected. Enough liked it. And enough wrote thoughtful, sourced based papers because of it.

I’ve learned my lesson. Unless the department requires it, I won’t teach a book I am not passionate about. And novel’s can get students thinking just as much as non-fiction, and the questions those novel’s raise can prompt students to do research for essays.

So this semester, I am using novels all around. Comp 1 is reading Feed again and writing a sourced based paper about the issues the novel raises. My reading class is going to read Love, Hate and Other Filters as well as Shadowshaper.

I’m still working out the details of the assignments, but I am confident these books will go over better if I can express my confidence and excitement when introducing them to the students.

I’ll post something later in the semester about how it worked out.

Why Bullshitted Papers are Underrated

Why Bullshitted Papers are Underrated

By Sara Codair

It’s the last day of class before finals. While some students have their notebooks and netbooks open, ready to take notes, others are glancing at their phone, counting down the minutes until I give them permission to leave. They’re all exhausted. Most have been working all day, yet they still showed for this last class, hoping to learn something, or get the extra-credit for perfect attendance.

Phrases like “C’s get degrees” and “Night students just want to get their A’s and get home” float through my head as I try to focus on framing the wrap up discussion.

I don’t remember how it began, but the bookworm in the back row declared that every essay she ever wrote, from elementary school through my  English Composition II, class was completely bull-shitted.

I stared for a minute, mentally rereading her essays. She was one of the strongest writers in my class, and an avid reader. She’s someone who, if I met under different circumstances, that I could have been friends with, and I don’t say that about too many people. We could read and talk about books for hours if life didn’t make us do other things.

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Goose thinks writing is snack…

I smiled. “Isn’t all writing bullshitted?”

 

The class stared at me, probably thinking I had lost my mind.

“What’s a novel?” I asked. “Isn’t it just stuff people made up? Isn’t that bullshit?”

And she thought about, and tried to explain that novels are things people are passionate about. Yes, they are made up, but they are crafted and polished before they are sold to people who live for them.

I asked her about her last essay, one exploring and defining dystopian young adult novels. She admitted she actually liked that essay, so she spent more time writing it

I smiled again. “Well, writing is better when you care about your topic. I wish all essays were open topic, but unfortunately, that doesn’t happen.”

The debate went on, growing from the concept of “bulshitting” essays to the kind of writing we do in college and its usefulness, or lack thereof, in the “real world.” While no one won it, I hope that the students left with a few insights.

The students who claim they bull-shit their papers do not give themselves enough credit. They can sit down, and think, and make words appear on the page. They can generate four or five pages of half-decent prose a couple of hours. Believe it or not, that is a big deal.

 

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Writing might be easy for the students who are over 21…

The most challenging obstacle I often face when teaching writing is getting students to
actually write. Many will stare at the screen, agonizing over each word and sentence, afraid to make a mistake or just unsure how to convey their ideas.

 

I told my students that if they could bull-shit a paper, then they had taken the first step to becoming a good writer. In order to write, first, people need to be able to dump what they are thinking onto the page. Second, they need to shape into some kind of genre or convention. In the case of the students, they need to revise their ideas into an introduction, thesis, body paragraphs and conclusion. Third, they need to edit it and make sure it follows the format their teacher wants.

They are generating ideas inside and putting them outside.

While I didn’t go into any gross details in class, I often compare writing to bodily functions. When I say writing is shit from bulls, I take the metaphor quite seriously.

 

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Horses are good at eating and shitting too.

We consume information like bulls consume grass. We digest it, just like they digest grass. We break it down and use it up. We excrete what is left in the form of words.

 

In a more advanced class, one filled with people who were there because they wanted to be, not  because they were required to take the course, I might get into the nitty gritty details of crafting sentences and fine-tuning arguments. However, in a first year writing course, I am happy if my students leave with the ability to put ideas on the page in a coherent manner, and follow guidelines when they turn it in.

When students get an A’s on bullshitted papers, it’s not because they fooled their teachers. It’s because they weren’t censoring themselves like the students who agonize over every sentence. Getting words down on paper is the first step to developing as a writer. Being able to bull-shit a paper is a sign that  students are already halfway up the mountain.

I can’t make someone a master writer in one semester. What I can do is give them the tools to get words on the page, and empower them. I can help build a grain of confidence.

I can  plant seeds in their bullshit, and hope that one day, there is enough shit their to make the soil fertile so their ideas grow.

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©2017 Sara Codair

Publication and Politics

For the past few years, I had been living under a metaphorical rock. Things like the news, current, events, and politics gave me panic attacks. Last year, I had a wake up call and realized that ignoring  the news wasn’t making it any less scary.

I used to show my students a documentary called “The Greatest Movie Ever Sold,” shortly before having them write an essay about marketing and advertising. Donald Trump is briefly interviewed in that movie about the profitability of co-promotion. The first few times I showed, no one really even noticed him, but in Fall 2015, that changed. The second he appeared on screen, my students booed him.

At this time, I knew Trump was running for president, but I didn’t take him seriously. I had heard he was racist, and that he was ignorant, but I knew very little about him.

As the semester went on, I heard the students talking more and more about him, his racism, his anti-immigration policies, and his wall. Soon enough, I found my self slowly getting pulled back into the world of current events. I had to know if this guy for real, and if he had any chance of winning.

I started by reading articles that my more educated friends had shared of Facebook. As I reinvented my twitter account to network with other writers and publishers, I followed politicians and news organizations. Eventually, I was looking at their tweets and reading articles on a daily basis.

I came out of my cave. I became informed about the elections, about the environmental issues that were keeping me up at night, and about the human rights / labor rights violations taking place around the world.

Then some beautiful happened. I realized I didn’t need to go out and campaign or donate money to foster change. The bits and pieces of news I consumed were starting to seep their way into my writing. Whether I was imaging an America where health care was sold like a phone or vacation package, an earth without bee’s, or steampunk America where woman never won the right to vote, I could take my fears, my nightmares of a world gone wrong, and share them with everyone.

The first of these stories was published today in an anthology titled “Its All Trumped Up.” This is a collection of stories from writers all around the world that uses fiction to explore nine different ways a Trump presidency could affect the world. Please support us by read and sharing!

No matter what your political views are, please, please, please exercise your right to vote this November! And if your not American, you can still read, and you can use the social media to make your voice heard. We live in a globalized society. This election will have implications far beyond American borders.

 

No Back to School Blues

For many childless adults, the idea of having summers off and going “back to school” in the fall is a distant memory. However, for those of us who haven’t spent much time working in the illusion known as the “real word,” summers off, or at least a off from our regular job, is a very real thing.

For the past two years, my summers have been a taste of what life might be like as a full-time fiction writer. I’d wake around seven or either, check social media and do a little bit of writing while I was still partially in dream world. I’d spend a little time in my garden then go back to writing when the sun got too hot. I’d write for three or four hours, take a break to swim or walk, then go back to writing for another three of four hours.

I wrote at least two dozen short stories. I was sending out anywhere from one to seven submissions a day and as a result, getting an acceptance almost every week. My list of publication credits grew exponentially, and I even got paid for some of my stories.

DSC_0172.jpgNow that September has arrived, the weather is cooling and leaves are changing, I’ve rejoined the rest of the adult who get up in the morning and go to work. Thankfully, my job is one I love, and once I get used to being there, it hardly feels like work at all. Instead of spending the whole day lost in my words, I get to help developing writers find their voice.

My students generally are not aspiring to become best selling authors or prize winning essayist. Many of them want to be nurses, police officers, psychologists and pre-school teachers. They are not only trying to improve themselves, but find jobs that have meaning, jobs that will let them build their communities.

They need strong literacy skills to do this, no matter what field they choose. Whether it be in email, classes or writing grants, words are a tool for communicating, for learning and for bringing about change.

While I will miss spending my days writing fiction, I’m glad I’m back at work. I learned a lot about writing from my summer binge, and I’m eager to share with those whose words will have a more direct impact on the communities I live in and near.

Four Lessons About the Writing Process I Didn’t Believe Until I Started Teaching

“I’ve spent like, a total of 12 hours on this essay and my instructor wants me to revise it again! This is the third draft! It has to be good!”

-anonymous student

Four Lessons About the Writing Process I Didn’t Believe Until I Started Teaching

By Sara Codair

As a professional tutor working in a busy community college writing center, I often find myself repeating the same bits of advice to students over and over again. However, even as I am telling students “be specific” and “don’t procrastinate,” I am wondering if I follow my own advice when writing fiction.

After some careful, end of the semester reflection, I not only realized that the writing advice I doll is applicable to fiction writing, but also that many of those insights emerged from my experience working with students, not the workshops, MOOC’s and traditional classes I’ve been taking since middle school

13012832_10100946589234875_2760158947002530692_n1. You have to start somewhere

Many developing writers stare at blank screens for hours wondering how to begin. They type the first line, delete it, type it again, delete it, and repeat this process all night then show up to class the next day with nothing.

There is one student I worked with regularly throughout the fall semester. His process is something like this: Write a paragraph, ask the tutor if it is good. Write another paragraph, ask the tutor if it is good, repeat.

Others like to free write stream of consciousness style, make a few changes and turn their paper in, think it’s gold then turn it in.

The ones who get A’s are somewhere in the middle. The do the stream of conscious free write, then revise like crazy before letting someone else look at their essay. They get feedback from their peers and from a tutor, then turn the essay in.

Don’t let anxiety stop you from writing, but also make sure you revise before you let your friends and critique partners read it and revise more before you send anything out to publications.

2. Time is your friend. Procrastination is your enemy.

There are two common breeds of college student: the ones who wait until the night before (or morning before) the paper is due to start, and the ones who start it the minute it is assigned.While those who start early always write better than the procrastinators, starting early doesn’t guarantee an A, or in my case, publication.

My novel is on its 8th draft, and I’m still not happy with it.

I revised “Above the Influence” close ten times before submitting to Mash and getting shortlisted. Even then, my feedback report revealed the judges still found problems. Of course, that doesn’t mean it’s terrible, just that I may have needed 11th or 12th draft in order to have a winning story.

Revision takes time. You have to write the story. You have to let it rest. You have to revise. Let it rest again. Repeat. If you put off starting the story, or wait until a few minutes before a deadline, then you are not going to get a good draft.And even if you do all this, it still might not be good enough. Or maybe it might be good to you and your critique group, but not so good to the slush goddesses, because after all, writing is subjective. What works for one person may not work so well for someone else.

3. Your story is yours. Don’t write what you think people want you to say. Write what you want to say

One mistake I have seen students make over and over again is just writing what they think the teacher wants to hear. I get it – they want a good grade – but it doesn’t work.

Fiction writers do this too. They wonder if their story is marketable, and make the mistake of writing what they think their readers want. Let’s face it, we all want to get published and make money, but if we just write what we think other’s want and don’t stay true to ourselves, our craft will turn into our crap, almost literally, if you really think about it: consume suggestions, digest them, excrete them.

Your story should be your baby, not your shit.

A story I wrote called Costume Connection got six rejections before getting accepted by Centum Press. Two of those rejections came with feedback. The first feedback report had some rather helpful suggestions that helped the piece grow into the version that got accepted. The second had some comments that just didn’t make sense to me. I decided that the piece just didn’t work for those people, and I wasn’t going to change it because of them. I’m glad I trusted my gut, and am looking forward to seeing a story of mine published in a tangible print book

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Stories need naps, just like kittens.

4. Let it rest, leave time to proof read, let it rest, cut clutter, let it rest.

Your draft is detailed and specific. You’ve revised several times. You are happy with the content and think you have caught most of the grammatical errors. Other people have read it, possibly more than once and most importantly, you are happy with  the result.

You are note done.

You are note done.

Put it away.

Hide the file.

Just don’t look at for at least 24 hours. Try to leave it alone for a week if you can.

When you just can’t stay away from the thing any longer, that means it is time to edit and revise. Catch all those grammatical errors. Make sure you are showing, not telling. Restructure your sentences so you have minimal glue(words that don’t carry meaning). Replace as many adverb/verb pairs as you can with specific verbs . You don’t have to get rid of them all, but just remember a strong verb kicks ass.

Leave it alone for a few days. AGAIN.

Read it with a fresh eye. Make any changes you think of whether they are on the sentence level or the story level. Let it rest again. Revise again.

Whenever I talk to teachers who aren’t writers or English teachers, they seem to be under the impression that college students can’t write. This isn’t because the students can’t compose good essays. It’s because they don’t have time to let the draft rest. When they get a paper back they haven’t seen in a week, they could revise without seeing half of the instructor’s comments.

Even a night of rest would have made the difference between an B and A. There have been plenty of times when I have sat down in the writing center with a more who printed the paper out at night, and brought it to me in the morning, a couple hours before it is due. As we are reading through the paper, the student see’s all the sentence level errors she missed when she did her 2 a.m. proof read.

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While different genres of writing follow different rules and styles, the process is more or less the same whether you are writing a college research paper, an article or a short story. Once you understand the style and structure of your genre(s), you can continue to improve your writing by studying and improving your process. Be mindful of what you do. Practice metacognition. Journal about your process. Read what other writers have written about heir process and compare it to what you have written about your own. Revise the process accordingly. Write on!

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End Elitist Information, Democratize Academia

End Elitist Information, Democratize Academia

By Sara Codair

 

Diamond is a slightly better average reader in her twenties. She reads novels when she has time, but a majority of reading happens on her smart phone: buzzfeed type articles, blogs and flash fiction. She finds herself drinking a lot of green tea and decides to research it. Google gives her millions of results, and most of the ones on the first page are lists of things about tea, like this: https://authoritynutrition.com/top-10-evidence-based-health-benefits-of-green-tea/ or http://www.nutritionsecrets.com/health-benefits-green-tea/.

They are short, written in clear, concise language and full of pretty pictures to keep the reader engaged. They are also laden with advertisements about diets that flaunt images of skinny, clear skinned woman drinking tea that is practically glowing.

It’s only been a few years since Diamond had to suffer through First Year Writing courses at the community college she studied at, so she hasn’t forgotten her English teacher’s warnings about internet sources. The advertisements mean that the site is out to make money. The author isn’t a scientist or doctor, in fact, he only has two more years of college than Diamond does. It leaves her skeptical, so she heads down to her alma mater’s library to try and find more credible sources.

The librarians don’t look as friendly as she hoped, so after a few minutes wandering in the stacks, she finds herself on the computer, skimming through databases. The first article that “Green tea and health benefits” gives her is “Emerging evidence for tea benefits.” The title seems to be exactly what she was looking for, so she clicks on it and downloads the article. The first two sentences seem to be written in plain English, but then she comes to this: “The mechanism may relate to bioactive compounds found in tea, which exert anti-arteriosclerotic, anti-oxidative and anti-inflammatory effects.” She is persistent, reads it a few times, looks up “arteriosclerotic” and presses on. Sentences like “For weight management, modest, positive effects were found for green tea when ingested by overweight/obese adults, possibly related to thermogenic effects,” make sense, mostly, but she doesn’t know what to do with things like “As shown in Figure 1, green and white teas are not oxidised, thus contain large amounts of polyphenols, also known as catechins, which include (–)–epicatechin (E), (–)–epigallocatechin (EGC), (–)–epicatechin- 3-gallate (ECG) and (–)–epigallocatechin-3-gallate (EGCG). A typical cup of green tea (2 g leaves and 200 ml water) contains 240–320 mg catechins, with EGCG providing 30–50% of that amount (Grove & Lambert 2009; Oliveira et al. 2013),” and “In terms of mechanisms of action, animal studies indicate that green tea extract (at doses of 50 mg/kg) may reverse endothelial dysfunction (Minatti et al. 2012) with the catechin EGCG being associated with reduced hyperplasia in the intima region of the carotid artery (Orozco-Sevilla et al. 2013).”

She skims the article enough to know that researchers did find evidence of at least some of the things mentioned in the internet articles. However, if she read carefully, she would see that scholars are reviewing studies are done by other people. There are a lot of words like “indicate” and “may” in the article, showing that while the studies are promising, they are not exactly definitive. They are starting to come together, but haven’t fully proven the benefits to the scientific community. On the other hand, the list articles are more definitive, proclaiming the health benefits as undisputed truth. She files that away in her head, and applies a little more skepticism the next time she reads online health articles.

The problem is, not everyone has a college education, and a good portion of the ones that do forget everything they learned about reading and writing classes as soon as they get that degree in hand. A less dedicated reader might have lost interest at the third sentence of the academic article if he or she even found it at all. A less dedicated reader would have just read things published on websites like Buzz Feed, or for a more credible source, the New York Times.

However, even publications known for their journalistic integrity are not the best sources for scientific information. They are business, after all, and they need to make money, which is especially hard when they are competing with the masses of free content available online. As a result, the public gets filtered and watered down versions from money making news outlets like the Atlantic or New York Times who spin the information to attract readers. We don’t need big brother telling us what we can or cannot read. Researchers and scholars do that for him by coveting their status and keeping the masses out of their smart people club.

Scholarly academic writing is often boring, needlessly complex and inaccessible to the average person. Maybe those who are not part of academia don’t care about knowing the details every study ever done. That is okay. However, one should be able to get the results and implications in a clear and accurate manner. Perhaps if academics wrote more engaging prose, more people would be willing to be read them, resulting in a more educated public.

The first hurdle faced by a person who his unaffiliated with an academic institution is access. Scholarly articles are not free online. Academic journals are more expensive than popular publications. So you either have to pay astronomical subscription fees or be affiliated with an intuition that pays those fees if you want to even see the article. Now, as a writer and adjunct, I can understand why the articles aren’t free. However, $75 is a steep subscription fee for a journal that only publishes three times a year. That’s what it would cost for someone who is not a student or NCTE member to subscribe to CCC or a similar publication. Science journals, which might be more relevant to the average person than articles about teaching writing, can cost even more. It isn’t easy to get information directly from the source, and that is a problem.

Do you remember playing telephone in elementary school? Did the sentence ever stay the same as it moved through the classroom? It never did in my experience. I find it terrifying when I realize that scientist and the media are playing a game of virtual telephone with information. In 2012, neuroscientist Molly Crocket gave a ted talk about how science in her field is misrepresented by the media. “Beware the Neurobunk” documents the journey of information as it transforms from facts to headlines.

What started out as study involving a nasty tasting drink containing a chemical called “tryptophan” morphed into headlines about how cheese and chocolate make people smarter, simply because they also contain that chemical. She gave several other examples of studies that have been misinterpret by the media. I could summarize more if it, but if you are interested, you should really just go watch the ted talk.

Essentially, it proves the public isn’t as educated or informed as they could be. Why? Why do academics need to love in a little elitist bubble? Yes, they do need to publish the professional lab reports for the peers, but why can’t they also publish a shorter version themselves that boils down the methods and limitations and focuses more on discussing the results and implications?

When journalist and bloggers act as middlemen, the integrity of the work is diminished. If the short versions were written by the scientist themselves, instead of a network of people playing telephone, the information is sure to me accurate, and less manipulated. And perhaps if researchers made more of their findings accessible to the public, they would get more support for the research. Imagine being able to get funding directly from the people – supplementing hard to come by grants from the government and corporations with money with crowd funding? Researcher wouldn’t be led by the whims corporations, the government and members of the 1% who seek to control what we know; it would be controlled by the people. It would make academia and the good work its people do more democratic.

Please feel free to continue the conversation in the comments. I’d love to hear what you think about this issue one way or another. Feel free to challenge me if you think I am wrong.

 

Finals Week and Chicken Soup

As the semester comes to an end, it can be hard to remember to eat at all, let alone eat healthy. This was true for me when I was a student, and still is true now that I am a teacher. Since women cannot survive on chocolate alone (though we often want to), I believe it is critical to make sure that I do not let the stress get to me.

No matter how chaotic it gets, I need to eat and I need to take time to make sure I don’t burn out. Writing, cooking and taking pictures are often therapeutic for me, so before I dive into the grading this morning, I am taking some time to make food and a blog post.

Friday night, I was too tired to do much cooking, so my husband picked up a rotisserie chicken from a local grocery story, and I boiled some Jasmin rice.  We barely ate half the chicken, so I decided to save to rest for soup.

I started with vegetables:  Half a large onion, a quarter of a bell pepper, one large carrot and one stick of celery. I cut them up and sautéed them with olive oil, thyme and parsley.

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Next, I added the left over Rotisserie Chicken.

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More dedicated and experienced cooks would use the whole thing to make stock, but I have a very limited amount of time allowed for writing and cooking this morning, so I just ripped off some white meat and threw it in the pan. I didn’t use all the leftover meat, so I put it back in the fridge in case my husband (who is a much better cook than me) wants to use it for something.

We did have some jasmine rice left over from Friday, maybe a 1/3 cup, so I added that to the pan next.

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I stirred it, letting it all simmer for a few a minutes, then added a box of organic chicken stock.

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I’ll let it all simmer while I grade. At noon, when I need  a break, I’ll have a bowl of soup, giving my body some veggies, protein and grain to help it power through the next round of papers. I’ll put the left overs in the fridge and take them to work for lunch on Monday and Tuesday, guaranteeing that I will have something healthier than cookies to eat between my classes.

©2016 Sara Codair

A Fun Run for the Developing Writer’s Brain

Creative Writing exercises are my favorite thing to do in class. However, I used to think there wasn’t room for them in a first year writing class. I couldn’t have been more wrong. Teaching any kind of writing without creative exercises is like a coach who doesn’t encourage his or her athletes to run or weight train.

Whether you are training to improve you skills at soccer, crew, or baseball, running is one way to progress. Or, if like me, you are not a fan or competitive sports, you can run to make your body stronger and healthier. I run because it eases my anxiety and keeps the copious amounts of cookies I consume from sticking to my hips. One could say the same thing for pushups, crunches and weight training. They improve your body so you can use it more effectively.DSC_0394

Creative Writing exercises are like running or doing push ups. They strengthen the brain and its ability to translate thoughts into words. It doesn’t matter if a person’s goal is to write copy for a website, a lab report, a short story or a persuasive essay. Doing writing exercises on a regular bases will strengthen the parts of his or her brain that translate ideas into sentences and paragraphs.

This is a realization four years in the making for me. When I first started teaching English Composition or College Writing, I thought that since my goal was to teach academic writing, I had to use traditional academic methods. At the time, I believed that mean brief lectures about essay structure followed by discussions on nonfiction texts.

There is nothing wrong with having students read and discuss texts that follow a similar style to the ones they plan to write. However, a college writing class can be much more than that. Boredom, Breadloaf and a slew of academic articles have convinced me that I can and should teach creative writing in a class where the end goal is an academic research paper.

It shows the students that writing can be fun while enhancing their ability to efficiently translate their thoughts to the written word, it facilitates skill transfer proves to the students that they have something to say and that it doesn’t take too long for the first draft of that idea to be born on the page.

One of my favorite creative exercises to do with my students is the never-ending story. Here are the directions I give my students:

  • Take out a blank piece of paper.
  • In a few minutes, I am going to play a song. When the music starts, you are going to start a story. The story can start with a character, a description, action or some combination of all three as long as it is inspired by the music.
  • When the music stops, pass you paper to the right.
  • Read what is on the paper that was passed to you.
  • When a new song plays, continue that story. However, you should let the music inspire how you continue it.
  • We will repeat this process eight times.

I play a variety of songs, ranging from Lindsey Sterling’s Crystalize to Drake’s Hotline Bling. A large variety in genre and style will wield hilarious stories and an interesting discussion about what kind of music facilitates writing and what kind interferes with it down.

The reflection and discussion that follows can’t be skipped. This is where students realize the activity was more than just a way to destress at the end of the semester. If you can get them to name the skills or strategies they used when composing on the spot, they can put those aside as tools for when they get stuck on an assignment. If the students get can make a connection between the kind thinking they did during this process to the  kind of thinking they did when doing other kinds of writing, they will begin to understand that skills do transfer from one genre to the other (something some academics think doesn’t happen in first year writing classes).

On the surface, the never ending story and other creative writing exercises may just seem like “fun” ways to fill time in class. However, they are actually valuable strategies for encouraging metacognition, skill transfer and team work.  They encourage students to think quick, reflect on how music or sounds affect their writing and asks them to participate in a non-verbal collaboration. They focus more on the process than the end product. Most importantly, the have fun while they are learning something.

 

Making the Space

The space a class is taught in often has a profound impact on the students’ attitude and the ambiance of the classroom’s community. It’s not everything, but it can go a long way. As an adjunct, I have virtually no control over what room my class is taught in, so I’ve learned to make the most of what I have.

This semester, I have one particularly rowdy group. Their attention is easy to loose and difficult to hold. The classroom we are in has tables that 2 to 4 students can sit at.20160412_161229The tables are lined up so the students all sit facing me. It’s set up for a traditional, lecture style class.

In other places I’ve taught, and even in other buildings of the same school, I’ve had classic college desks, desk/chairs on wheels, and tables on wheels.

The heavy, not moving rows of tables are by far the worst. The students wind up expecting a lecture. They sit with their friends or hide phones under the big tables and cruise through social media all class.

They were okay for the first few weeks of class, but quickly dissolved into random interruptions, side conversations, abuse of phones and chaos.

So by midterm, I got fed up. I knew I needed to make some kind of change. The content I was using in class worked fine with other groups, so I thought I’d try changing the space and structure.

I got to class early and dragged the heavy tables together in the center of the room so it was set up like a conference room instead of a lecture hall.

The students were confused when they came to class, but quickly adapted. They didn’t all get their usual seat by their friends, and even if they did, they couldn’t easily hide their conversation or phones. It wasn’t just me looking at them, but their classmates.

When we started a discussion, instead of asking for volunteers, we just went around the table. Students were allowed to say pass if they weren’t comfortable talking, but few took that option in a majority of the discussions. Eventually, I did allow the discussion to take a more natural form, but by that point, it was much easier to moderate.

While I still noticed a few people texting, no one was having side conversations and the interruptions were minimized. Students were more respectful of each other and of me. They listened and made eye contact with the people who were talking. They stayed on topic (mostly). Everyone who did talk contributed something valuable to the discussion whether it was presenting their research or on strategies for avoiding procrastination.

By making a few adjustments to the layout of the room and structure of discussions, I transformed a the rowdy class that gave me anxiety to one I look forward to teaching again.