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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The Art of Writing

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Before I was a full-time instructor, over twenty years ago, I presented at my first national conference–the National Conference of Teachers of English. It was in Denver that year, and I paid for the conference myself because I craved professional development, even though I was a lowly adjunct, only teaching three or four large college classes each semester.

In a round table session, I  presented  an exercise that I had created for my developmental English courses called “The Art of Writing.” The students took a reproduction of a famous piece of art (I had many pictures for them to choose from) and told them to brainstorm about what they saw, using a handout I gave them.

One side of the paper was marked “Concrete,” where they wrote what they saw in the picture or what they could imagine that they could experience with their other senses. On the other side of the paper, I wrote “Abstract,” where students wrote words and phrases that represented how the painting made them feel or what memories, or thoughts in general, the painting helped bring to the surface.

After they brainstormed, the would develop some sort of prose writing based on the art and their brainstorming, combining the concrete with the abstract. I used as an example a short piece I wrote that was based on the iconic painting American Gothic by Grant Wood. Here is the painting and the creative piece I wrote based on it:

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American Gothic

I remember marrying him.  We stood together in the country church, farmer’s son and farmer’s daughter, too poor for ought else–too much a part of the land anyway.  My family sitting on those hand-hewn, hard-backed pews, witnessing.

That night I didn’t utter a word or a cry.  Closing my eyes, I imagined I was lying in the distant fields of my home, daises tickling my face and hands and feet.

I worked hard, learning not to expect any praise for the clean floors or hearty food. My greatest joy, to get all of the chores finished in time to head for the fields, to hold the soil of our land in my hand, to feel its moisture and smell its mustiness.

He did praise me once.  After three daughters, who were mine to raise, to teach, to find husbands for, I bore him a son.  I sweat and strained and screamed no less, but somehow it was different, and he thanked me.  Then, my son was gone, no longer mine.  So soon he learned not to cry.  So soon he became a man.

Now, in that same country church, as my youngest daughter gives herself to a farmer too poor to leave and too much a part of the land anyway, I sit in a hand-hewn, hard-backed pew, witnessing.

**

I quite like this little character study, which went on to be published by the way, but more importantly, the piece inspired my developmental students for over a decade. Some of my students’ writing was published in our yearly literary magazine–one even winning a cash prize as  the top fiction piece in that year’s journal.

Another student picked a famous photograph of an American flag on a front porch and wrote an amazing creative non-fiction piece about the meaning of liberty. That student was attending our school under the GI Bill, having served during Operation Desert Storm. I’m telling you, he had a heck of a lot to say about liberty that the younger people in the class needed to hear.

Were they inspired to write or did the assignment just help them feel free to use their creativity? Did the painting give them something to write about, a story already there that they just fleshed out? It was more than likely a combination of things, but whatever it was, many of my students, developmental students, did their best writing when writing about art.

In recent years, the state where I teach has discouraged creative writing or the study of literature  in writing classes, especially in developmental classes. The trend is towards more “practical” writing, utilitarian, without flair or heart or life. Surprise! I am bucking that trend. I don’t use my art assignment any more, but my students engage with and write about music, film, theater, literature and art, and their writing is better for it. They are better for it.

In 1938 Winston Churchill, said, “The arts are essential to any complete national life. The State owes it to itself to sus­tain and encour­age them….Ill fares the race which fails to salute the arts with the rev­er­ence and delight which are their due.”

Maybe the State, as well as college administrators and curriculum developers, should listen to him.

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If you are, or were, an English composition teacher, do you have a writing prompt that you have used in class and would like to share like I did at the conference? If so, I would love if you would submit it to my literary magazine Teach. Write. 

In the magazine, I have a feature called “Write Your Own” where you do like I did and write your own creative piece using a prompt that you have once given your students. Accompany your piece with a brief explanation of the prompt or the purpose for the assignment.

I am also accepting general submissions of poetry, flash, short stories, and essays through March 1 for the spring edition. Click for complete submission guidelines. I look forward to reading your work!

Happy New Year!!!

And Merry New Semester!

 

Writing Weekend, Writing Month for Mrs. Winkler

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Mrs. Winkler is in Wrightsville Beach for the North Carolina Writers’ Network Fall Conference, accompanied by her lovely daughter Hannah. AND she is taking part in NANOWRIMO (National Novel Writing Month). Therefore, she has little time to blog as you can imagine.

Just wanted to remind all you writing teachers out there to get in the game and start stretching your own writing muscles. I guarantee, there’s nothing better for writing teachers than practicing what you preach.

An Exciting Summer

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Submissions are closed for the premiere edition of Teach. Write. Thanks to all who submitted. I will be getting in touch with contributors as the month progresses. Tomorrow I will begin putting together the journal of poetry, prose and essays that will launch on September 1, 2017.

It has been a busy summer, and although I did not complete my two major writing goals, I have made progress on both and am looking forward to continuing that work while I begin teaching. The teaching will always come first, of course, but I am determined that I will use my time wisely and work on my writing projects each day. I want my students to be disciplined writers, so I need to make every attempt to be disciplined in my craft as well.

d8ce6a5e9ae0d888f860fbcc01dc04d2By the end of November, I will have completed the rough draft of my novel, Flood, a mystery/thriller set in Alabama during the early days of Obama’s first presidential run. The idea for the novel started as a short story for my unpublished novel Mordecai Tales, but on the advice of some of my writer friends, I decided to turn the idea into a novel. Portions of the book were workshopped at two different conferences this summer, and the feedback I received from fellow writers as well as two excellent instructors, Jane Smiley and Sheryl Monks, has encouraged me to complete the work.

223_4324I also will have completed several drafts of my new play, an adaptation of Robert Browning’s Ring and the Book. I have spent many hours this summer re-reading and studying the Ring and the Book, which has re-kindled my interest in this novel-length poem that is considered Browning’s crowning achievement but is little read today.

To prepare for writing the play, I also read Dared and Done: The Marriage of Elizabeth Barrett and Robert Browning, which includes fascinating biographical sketches of both writers as well as excerpts from their vast correspondence that is extremely helpful as I write the play. A third helpful source I completed reading early in the summer is Derek Parker’s non-fiction book Roman Murder Mystery: The True Story of Pompilia, an informative re-telling of the factual details surrounding the 17th Century Italian murder case on which Browning’s magnum opus is based. 

I am excited to complete both of these very different works and am truly enjoying the process of writing, something I hope to pass on to my students this semester.

My other big writing event was the publication of a short story “I Have Not Yet Returned” in the anthology Unbroken Circle: Stories of Cultural Diversity in the South published by Bottom Dog Press as part of their Appalachian series. You can purchase a copy of the book with its 26 stories and essays about the modern South through the publisher’s website or at amazon.com.

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Teach. Write. Deadline Extended

Are you a writing teacher who loves to write? Do you write responses to your own writing prompts? Is writing for publication something you have done or dream of doing?

If your answer is yes to any of these questions, then I want to see your writing! The premiere edition of Teach. Write. : A Literary Journal for Composition Teachers is beginning to take shape. I have accepted several impressive creative non-fiction essays and poetry, but I would love to have more, especially flash or short fiction. Therefore, I have extended the submission period to August 1, 2017.

If you are teaching or have taught English composition at any level in any setting, then I want to read your work.

See the page Teach. Write. Submission Guidelines for more information and….

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Looking Glass Rock Writers’ Conference–Day One, continued

What a great start! Last evening, before and during dinner I was privileged to have casual conversations with two great writers whom I greatly admire–Robert Morgan and Jane Smiley, both so pleasant and unassuming.

Then, after dinner, Sy Montgomery, the non-fiction group facilitator, joined the other two writers for an incredible discussion of the conference’s theme, a sense of place. Here are a few highlights–

  • Robert Morgan read from an article he recently wrote for Epic Magazine about growing up in the Green River Valley in Western North Carolina and how that physical landscape pervades his work
  • He also talked about the “landscape of language” and how it the luster of language is equally important to a work
  • Sy Montgomery is a writer I haven’t read but now definitely plan to and share with my nature-loving friends. She is a naturalist and writes often about ocean life. She spoke about discovering new languages when encountering new landscapes often alien to humans–like breathing underwater. She spoke eloquently about the transformative power of her underwater experiences.
  • Jane Smiley spoke about learning of the importance of place when reading David Copperfield and how truly great novels are often dependent, at least in part, to setting, which is tied to theme.
  • Robert Morgan mentioned the paradox of writing that can be regional, even local, that is at once extremely specific and accessible to readers universally.
  • Robert Morgan also spoke about how it is sometimes counterproductive to actually visit or re-visit the place of which one is writing–sometimes better to let it live in one’s imagination.
  • Sy Montgomery talked about seeking out people who have lived in a place and interacted with it to discover new things about it.
  • She also said, “Pour yourself out like water and feel yourself with place.”
  • Robert Morgan mentioned that it is important to include details but just enough to accomplish what you need to accomplish

All that and more in just an hour! I am certainly getting my money’s worth.

That was day one. I have much more to say about today–Day Two, but it will have to wait. Tonight we have the banquet, reception and Jane Smiley ‘s reading. Stay tuned!

Looking Glass Rock Writers Conference

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School’s out for summer, so I’m here, sitting on the front porch of the admin building that you see in the picture above on the campus of beautiful Brevard College in Brevard, North Carolina, to attend the Looking Glass Rock Writers Conference. I will be attending fiction workshops lead by  Jane Smiley, author of the Pulitzer Prize-winning novel A Thousand Acres.

Attending at least one writers conference each summer has become one of my goals, and LGRC falls at the perfect time, right at the beginning of my summer. My hope is that this conference will jump start my ambitious writing plans for my time off teaching. My wish is to finish the novel that I will be working on here at the conference AND complete my new play, an adaptation of Robert Browning’s “Ring and the Book.”

As if that isn’t enough, I will also be launching my literary publication, Teach. Write. In September. I am still accepting work for the venture, so if you are, or ever been a teacher of English composition, then you are eligible to submit to Teach. Write. 

Go to this link for more information: Teach. Write Submission Guidelines. Deadline for submissions is July 1. I would love to see your work.

 

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