Teach. Write. Is Here!!

Note to self: Choose a different due date for the next edition–don’t plan to get the issue out right during the first few weeks of the semester. Sheesh.

Anyway, the Fall/Winter 2018 edition of Teach. Write. is complete, and I think you are going to like it. I am very excited to once again include writers from near and far in the journal. Not only do we have writers from South Korea and California, but also from right here in good ole’ North Carolina and nearby Virginia. I am especially thrilled to include works by my colleagues at my own college!

It’s funny how things come together. My father was an English teacher, principal and veteran who at one time was stationed in South Korea, so I have included, along with whimsical poetry about college and grammar, an essay I wrote for this blog about my wonderful dad who died a few years ago. There is also a story about an an American in South Korea, an essay about using writing therapy to help veterans with PTSD, a story and poetry about losing fathers and living with the family left behind, and poetry, even a story about grandfathers and grandsons fighting in a war yet to come. I read and edited these stories as the country began mourning the loss of a great soldier, Senator John McCain.

It’s funny how things come together.

 

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photo by kosseel at morguefile.com

 

For now here is the link to Teach. Write. Fall 2018_3 . I plan to have the print version ready to order by tomorrow and will include a link for those who would like to purchase one (I make no profit–sell at cost). I hope you enjoy it as much as I enjoyed putting it together.

 

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Mrs. Winkler Settles Down

View from Schloss Neuschwanstein

View from balcony of Schloss Neuschwanstein near Füssen in Bavaria, Germany — Photo by Katie Winkler–June 2018

Whew!! I have been busy, y’all! End of a stressful, albeit successful school year, a successful, albeit somewhat daunting, writers’ conference at Brevard College, a daunting, albeit wonderful ten-day trip to Germany to see my brother and his family, two days of recovery, and I am ready to settle into the rest of my summer.

One issue  nine-month faculty members consistently face is how to handle the glorious three-month sabbatical that they receive each year. Here in the South, we laugh and tell the old joke–What are the three best things about teaching?  June, July and August. According to my daughter, however, I don’t know how to enjoy those halcyon days of summer. I can’t stop thinking about teaching, even when I need to be thinking about my writing, and most importantly, refueling my body, mind and spirit with reading, studying (for fun), and above all, spending time with my family and friends. Somewhere in there I need to do housework, too. Oh, I forgot–cataract surgery on both eyes in June and July.

That old plate just keeps getting full–just like dinner on the grounds at a Southern Baptist church homecoming. So, I have a plan. Let’s see if I can stick to it this year and practice what I preach to my students about time management. Maybe writing it down on this blog will help me hold myself accountable.

Here are the primary objectives (in order of importance):

  1. Spend quality time with family and friends
  2. Prepare for cataract surgery and rest afterwards
  3. Finish rough draft of the new play–Death or Love?
  4. Finish the rough draft of the novel–Flood
  5. Write blog post at least twice a month and work on Teach. Write. 

 

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Speaking of Teach. Write. Submissions are now open (until August 1) for the fall 2018 edition. If you have ever taught English composition at any level, then please consider submitting fiction, non-fiction, poetry or drama. You can find complete submission guidelines here. I would love to see your work!

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Teach. Write. Submission Extension.

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The deadline for submissions to Teach. Write. has been extended until Sunday, March 18. I have accepted some terrific short stories, essays and poems from writing teachers around the US and even Australia and am excited about the upcoming edition; however, I would like to get a few more submissions to fill out the journal.

Therefore, if you are or ever have been a writing instructor in any capacity, including workshop leaders, elementary language arts teacher, secondary, college or university level, then I want to see your work!! Click here for the submission guidelines.

It continues to be my belief that submitting creative writing for publication helps us become better composition teachers, especially because it reminds us of the importance of revision and editing.

unbrokencircleThe spring edition of Teach. Write. is still slated for an April 1 appearance, and I still plan to take copies of Teach. Write. for distribution at the Appalachian Studies Association Gathering in Cincinnati, Ohio. I will be attending the conference April 5-8 and reading from my story “I Have Not Yet Returned,” about a daughter grappling with her father’s mental illness. Three other writers whose work appears in the anthology Unbroken Circle: Stories of Cultural Diversity in the South,  published last May by Bottom Dog Press, will also be performing.

In August, one of the editors of the collection informed authors that the book was selling well, being used as a text in a couple of college classrooms, and that readings were planned not only at the Appalachian Studies Association Gathering, but also in Knoxville, Tennessee, and at Marshall University in Huntington, West Virginia.

I am excited to be a part of the conference and am looking forward to attending other sessions about teaching and writing in the Modern South. For distribution at the conference, I will also take copies of  both editions of Teach. Write. as well as information about my musical A Carolina Story. I was looking in the program and even see some opportunities to perform a song from my musical at several open mics planned around the city, so maybe I will brush off the old guitar and practice.

Then work up the guts to risk making a fool of myself to promote my art.

Oh, well, we’ll see how it goes.

Hope to see your work in my inbox very soon!!!

 

 

Nonpecuniary

Economists and lawyers like using words like “nonpecuniary.” Perhaps to keep from falling into cliche; however, if the cliche fits…and when it comes to education, it certainly does–Education should not be all about money. Amazing thing is, even economists (those trusted above all others in our society these days) frequently do studies on the benefits of various aspects of our lives that do not involve money but make our lives better.

One such study, “Priceless: The Nonpecuniary Benefits of Schooling” appears in the Winter 2011 edition of the Journal of Economic Perspectives. Philip Oreopoulos and Kjell G. Salvanes, economists at Toronto University and Norwegian School of Economics respectively, explore the nonpecuniary benefits of schooling in a well-researched article (32 pages with 142 citations) that offers compelling empirically-based evidence that the more schooling  individuals receive not only benefits them economically (p. 159), but also in a myriad of other ways, including

  • higher employment prestige ratings (p. 163)
  • higher job satisfaction (p. 163)
  • higher O*Net (Occupational Information Network) achievement scores (p. 163)
  • lower unemployment (p. 163)
  • better physical and mental health (p. 167)
  • lower divorce rates (p. 167)
  • lower smoking rates (p. 170)
  • very low arrest rates (16+ years of schooling) (p. 170)

All of the tables including relevant data show statistics before and after conditioning for income with the same result of increased rates in these various areas as education increases.

Oreopoulos and Salvanes do report some predictable negative effects of higher levels of education, including time constraints and increased stress (p. 171). However, these aspects of higher education are greatly mitigated by the numerous positive effects, including those mentioned above, as well as less tangible benefits, including improved parenting (p. 167), higher levels of trust (p. 167), increased patience (p. 170), and even higher levels of happiness (161).

The authors conclude that more qualitative research needs to be done concerning pecuniary and nonpecuniary benefits to higher education, but their research indicates, as these two lauded economists say far better than I could, that the non-tangible benefits of a higher education beyond a two-year degree exceed even the economic benefit:

In our opinion, the estimated returns are too large to support
the theory that most students are optimally trading off costs and benefits when deciding how much education to acquire.  Some people are missing out on significant welfare-increasing opportunities (p. 181).

Many students may be myopic. Parents with teenagers can attest that
youth are particularly predisposed to downplaying or ignoring future consequences…. When teenagers and young adults make their choices about school attainment, it may be especially easy to see the immediate costs and harder to grasp fully the long-term benefits. Exploring these issues more thoroughly would shed further light on the overall education attainment decision-making process and help identify ways to make individuals recognize the large returns from schooling. Large amounts of money appear to be lying on the sidewalk. Of course, money isn’t everything. In the case of returns from schooling, it seems to be just the beginning (p. 181).

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On a more celebratory note, I have mentioned in my blog before that I had a piece published in the anthology Unbroken Circle: Stories of Cultural Diversity in the South. Since publication last May, several colleges have begun to use the anthology as a text in courses on Southern literature and culture.

Several months ago, writers included in the anthology were asked if they would like to participate in a panel discussion at the 40th Annual Appalachian Studies Association Convention. I am happy to report that the proposed panel session was accepted by the association, so four of the 26 writers, including yours truly, as well as editors of Bottom Dog Press in Huron, OH will travel to Cincinnati to attend the conference. I will be reading from my story,  as well as discussing the meaning and inspiration for it. Of course, I will be part of the Q&A after all writers have completed their readings.

The conference is during our spring break in April, so my intention is to take along some copies the new edition of Teach. Write. to share with editors and publishers, so there isn’t a better time to submit to the spring edition. Submissions are open until March 1.

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