I will be adding more to this post in the near future to give more details about these two books, so stay tuned!!!
Also, updates on the novel and on Teach. Write.: A Writing Teachers’ Literary Journal.
I have had this book for years and started reading it but put it aside. I’m not sure why; perhaps the time is right for it now, but it is a marvel. So much of it is resonating with me now, especially as I am working on a novel that satirizes higher education in the world today. It’s like I’m doing accidental research.
One of my alma maters, Western Carolina University offered an online book club for alumni, so I joined. Why not?
This is the first book we are reading. I am about half way through, but I got distracted once I started reading Berry’s book. However, I am going to be excited to get back to it because I am definitely learning a great deal.
My summertime project is to complete a rough draft of my new novel, CAMPUS: The Novel That Wants to Be a Musical. Full disclosure. It started out as a musical, but then it decided that it wanted to be a novel but one that wanted to be a musical.
I know. It’s incredibly weird, but so am I, so it seems fitting. I am afraid, too, that it might offend because it’s horribly, deliciously satiric, a social and political satire of higher education in the South.
Many of my colleagues already know about the book. Back when it was a musical, I shared some of the ideas and songs with them. I have worked on the project off and on again for several years already, especially when I became particularly infuriated with perceived obstacles blocking my path to providing my students with the best education possible.
Oh, my. I can be so pompous at times.
My attitude is changing. Perhaps it was attending the National Council of Teachers of English conference with five of my fellow English instructors, talking about our work and seeing how passionate we all our about our work, but also enjoying each other as human beings–as fathers and mothers, as friends, like family.
My attitude is changing. Perhaps it’s all the months teaching in isolation. Did it take that for me to value the roles of others in my institution? Perhaps. Not that I didn’t appreciate it before, but now, wow, I appreciate it more.
My attitude is changing.
But my convictions have not.
So the play wanted to become a novel, but the novel did not want to lose all of the biting satire of the play because it’s just so darn fun. So, it didn’t. Still a satire. A kinder, gentler satire, perhaps (It hasn’t decided yet), but a satire nonetheless. And I’m still keeping the “I want to be a Nazi” song. I can’t help it. I just want to. And it’s my book, so I will.
But you say, Katie, how can you have musical numbers in a novel?
And I say, how can I not? I know it’s weird and different and really out there. It may not work, but who cares? It makes me happy. It’s creative. It’s about work but not about work. It is helping me vent my frustrations so I will be less likely to take them out on my colleagues, supervisors, and students. Plus, it’s more than just satire. It’s also an Appalachian fantasy with gnomes, elves, the Moth Man, Moon-faced people, hellhounds, wizards, fairy godteachers (yes, really), vampires, zombies, and at least one boojum (aka Bigfoot). It’s also a love story (actually more than one) and a glimpse into the heart and soul of an aging teacher (guess who).
Can you tell I love my book and don’t care that it’s goofy?
So, I’m writing this summer, and it’s time well spent.
Here is the first verse one of the songs:
“Beauty is truth, truth beauty,—that is all Ye know on earth, and all ye need to know.” From “Ode to a Grecian Urn”~John Keats
Truth and Beauty
That’s all there is and ever will be
I see truth and beauty
When I look into her eyes
It’s been an amazing ride
Since I’ve met her.
My world has opened wide
I’ve only just met her
The Belle dame sans merci
This beautiful lady
And her eyes are wild.
Just to have her near
Just to see her face
Just her voice to hear
Just to feel her fingers brush my cheek
Nothing else remains but she
The belle dame sans merci
Have mercy, have mercy
Help me to see
“Beauty is truth, truth beauty,—that is all/ Ye know on earth, and all ye need to know.”
But I feel it, but I know
Truth and Beauty
I see it when I look into your eyes
Truth is beauty.
I see it when I look into your wild eyes
Beauty is truth, truth beauty
That is all there ever will be
I see truth and beauty
When I look into those wild, wild eyes
Are you a teacher writing this summer? I would love to read your work and consider it for my literary journal Teach. Write. Submissions are open for the 2020 fall/winter edition until Sept.1 See submission guidelines for more information.
One of the employees in our public relations department at our college had a great idea to encourage students during this difficult time by compiling short videos from faculty, staff, and administrators. I have been enjoying watching them as they’ve come out and was finally able to record my own, but alas, I was too late to be included in one of the compilations, so I decided to show it to you. I will also link this blog post to my students.
This video took only a few minutes to complete. I used the camera on my laptop, which automatically downloaded as an mp4 file, uploaded it to YouTube, copied the link, and pasted it on the blog. Wallah!
This little video may not make it to many students at my college to encourage them, but making it sure encouraged me for some weird reason.
If you haven’t had a chance to read the latest edition of Teach. Write., I encourage you to take a look:
Preview of Fall/Winter Cover by ttroslien via morguefile.com
Teach. Write. is a one-woman show, but it is important to me, and I have some wonderful writers whose works I want to share with you soon.
However, life is life, so although my publication date for the fall/winter edition of Teach. Write. is September 1, today, I know I am not going to make that deadline. My hope is to publish no later than September 15.
I intended to market my plays and obtain an agent, or at least work more toward that goal.
I intended to have all of my classes completely ready to go for the new semester by this time.
It didn’t happen. Life intervened in fabulous, fulfilling ways as well as horrible, heart-breaking ways.
The privacy of my family will not allow me to go into details, but I am learning that life and work will rarely ever be in balance. Perhaps for a few fleeting moments, but the balance we all seek, and should, is a lofty one and largely unreachable. We will be out of balance more often than not, but we will find ways to cope, to compromise, to hope, to find our way.
These best of times feed and hinder my work.
These worst of times feed and hinder my work.
It isn’t a balance.
It is something else altogether.
It is a body.
All of this is crazy. What do I mean?
I don’t really know what life is.
But I love it.
I just wish he had, too.
The submission deadline for the Fall/Winter 2019 edition of Teach. Write. has come in the midst of this frenzy. I contemplated extending the deadline, but I couldn’t even wrap my mind around the things I would need to do to make that happen.
So, I will print the lovely pieces that I have, and I will find the other work I need.
This is what I get for teaching in the summer—less time to work on my blog. I almost let all of June go by without a post, but I made it!
I am saying right now, while I am in the midst of it, that I will never teach a course in the summer again. What was I thinking? Those of you who know me understand how I can get during the school year–I’m kind of intense, let’s say. Summer has always been my time to work on myself—my writing and reading, my diet and exercise, my family, my friends. Oh, and my Scrabble online time.
Not that I haven’t been doing all that.
However, I should have anticipated that teaching a composition course in eight weeks instead of sixteen is naturally going to take up a big chunk of time. And it has. Yet, I’m not sorry that I have done it because even if I do not succumb to the allure of teaching in the summer again (oh, Lord, I hope not ), I have learned a great deal that I can apply when teaching my sixteen-week classes.
Here we go:
Streamline assignments–I found that with fewer assignments, students are getting an ample amount of writing practice. I have also found that I can assign less time for assignments and still get the same quality of work from students. Giving weeks of time to complete the major assignments doesn’t seem to help either. Plus, I don’t have weeks of time when teaching a sixteen-week composition course in eight weeks.
Compact assignments–I re-wrote assignments to get more information in a single assignment so that I could afford to streamline. It takes some work and creative thought, but I dig that kind of stuff. Hey, course design is one of the reasons I love teaching so much.
Add video and text resources but keep them well-organized–I always have included a myriad of video and text resources, but with our new clean-looking LMS interface, it is easy to use labels to keep all of the student resources organized and easier to access. One tip–add resources that come from highly respected institutions (a plagiarism quiz from Cornell, which covers just about every possible plagiarism situation my students stumble across) and those that involve technology (a video about how to use Survey Monkey, which students like to use when doing field research for their capstone project).
Spreading out due dates–Students would find it difficult to be successful if they tried to complete two weeks worth of work in one cram session right on the day assignments are due. We can say good students get started early all we want, but the reality is most students, strong or weak, wait until the due date to complete assignments. Spreading out due dates helps students manage their time and helps me keep up with grading.
Introduce and summarize assignments–I have always added an introduction to my assignments, including key concepts from the text that I want to reinforce, but I have rewritten the introductions to be more intentional. I have also added summaries that include ONLY a bulleted list of what the students actually must submit for the assignments. This seems to help a great deal in avoiding confusion. Aristotle’s old advice, tell them what you are going to say, say it, and then tell them what you just said, still holds true.
Create screencasts–It is relatively easy to create explanatory screencasts and upload them to YouTube with my ipad. I created a screencast just the day before yesterday that is about eight minutes long and takes students through the steps to find sources on my college’s website. YouTube has a feature that makes it easy to close caption in order for the video to be ADA compliant. All together, including upload, the screencast took me about one and a half hours to create. That would be more than I might want to dedicate during the school year, but since I have only one class this summer, and this screencast will be able to be used again, it was worth the effort.
Stay in touch–I have always tried to stay in touch with students, but I have made an even more concerted effort to communicate with students this summer since I have more time. I try to answer e-mails quickly and maintain a light and friendly tone with students. Last night I called a struggling student and spent about fifteen minutes offering some advice but mainly encouraging her. Fifteen minutes to save her from withdrawing a second time from English composition. Time well-spent. I know in the regular school year, with six classes, I will be unable to talk to all of my students this way, but I can certainly try to make a more personal connection to online students who are struggling.
Encourage strong students, too–This summer it has hit me harder than usual how much my strong students need me. They need to see not only a blanket “good work” on assignments, but also remarks on their essays about specific things they have done well. Sometimes the A students are lost in the shuffle. I don’t want to forget them this coming school year when I start getting busy putting out fires.
Empathize with difficulties–It doesn’t hurt to be human. I try to remember what it was like to work two jobs, be active in a campus club and be in student government while I was carrying a full load of classes. Some of my students have small children to care for as well. I can’t imagine. But I need to try.
However, don’t lower standards–While I try to show students compassion and make concessions where I can, I never want to lower my standards. I would not only be doing a disservice to the student but also to the college and society at large. Our students’ potential employers deserve workers who can read and write clearly, concisely, and persuasively. I have to be kind but firm.
Maintain a sense of humor–Much undervalued in education, I think. Having a sense of humor when communicating with students, when appropriate of course, eases tensions and humanizes me and the situation. It helps establish rapport with students like nothing else and helps them realize that, wildly successful or not, this intense eight-week English composition course will be just a blip in their lives, an important blip, but not the be all and end all of their existence.
Now, I had fun! I love writing this blog and hope someone reads it, but even if no one does, I have had a chance to pull together some interesting conclusions about my experience teaching this eight-week online composition class, and it is giving me some good, good, good vibrations. Sounds like summertime to me!
Anyone for a game of Scrabble?
Photo by Pixabay on Pexels.com
DON’T FORGET TO SUBMIT TO TEACH! WRITE! DEADLINE FOR THE FALL 2019 ISSUE IS AUGUST 1! CLICK HERE FOR SUBMISSION GUIDELINES. I WOULD LOVE TO SEE YOUR POETRY, SHORT FICTION, OR CREATIVE NON-FICTION! YOU DON’T HAVE TO BE A TEACHER OR A PUBLISHED WRITER TO SUBMIT!
I have decided to teach an eight-week freshman composition course this summer that began yesterday. People have said it can’t be done, and perhaps they are right. Perhaps it is simply too difficult of a course to teach in eight weeks. We’ll see. However, I think it is worth trying because many of our stronger students could benefit greatly if they could get both freshman comp classes completed in one semester.
Despite taking on this experimental course this summer, I will still have some extra time that I hope to spend productively. First, I have been working on a novel for several years now and am determined to finish the rough draft this summer and have the work edited and ready to go out in the world to seek fame and fortune (Ha!) by the end of the year.
Second, I want to revise, edit, and polish some of my short stories that I have not found a home for yet. Last year, I totally reworked a story that had been rejected numerous times, and it soon, after some revision suggested by the editor, found a home with the Bethlehem Writers Roundtable. It’s called “Pilgrimage”
Another goal is to continue seeking and reviewing submissions for my literary journal Teach. Write. When I first started the journal, four editions ago, I only accepted work from teachers of writing, but now I accept work from students of writing as well.
If you are interested in submitting to Teach. Write. then see the submission guidelines for more details. You can see the latest edition by clicking here. I love to see stories about teaching composition and learning to write, but I accept short stories, poetry, and essays on a variety of topics and themes. I would love to see your work!
As usual I keep busy, but never fear–I plan to do a great deal of sitting and reading on my deck with my feet up, sipping iced tea with lemon.
My new play about domestic violence inspired by Robert Browning’s The Ring and the Book is called Battered. It makes its debut April 11-14 at the Patton Auditorium on the campus of Blue Ridge Community College. One of the best things about working where I do is the opportunity to collaborate with other departments and community members on developing art that addresses important issues in our society.
For this play, I collaborated with the director, student and community actors, technical theater students, student filmmakers, campus police, fellow professors of drama, English, psychology, and sociology as well as employees of various social service organizations in the area.
Because of having so much to do (I still teach a full load of English composition and literature classes as well, along with all of the grading, of course) I do not have much time to write, but I wanted to share some important passages from the conclusion of a white paper entitled “The Evolving Mission of Workforce Development in the Community College” by James Jacob and Jennifer Worth, published by the Community College Research Center at Columbia University:
As more jobs require higher skills, the education levels demanded by employers will continue to rise. This means that more community college workforce programs must assume that students should be prepared to complete a degree at a four-year institution or complete a community college baccalaureate. [my emphasis] Except for allied health areas, most career and technical programs lack consistent integration between the skills programs and their “foundation” or basic liberal arts and sciences areas. Most occupational programs do not require these courses for certificates, and even if students want to complete a degree, occupational faculty consider them add-ons to be undertaken after they complete their technical program sequence. This is a mistake because not only do survey data clearly indicate that most career and technical students wish to obtain a four-year degree, but the evolution of many of these occupations means they will soon require a four-year degree. [my emphasis] Even in work-based learning programs such as apprenticeships, particularly the younger students view them as a first step toward a four-year degree. The work of Anthony Carnevale at the Georgetown Center on Education and the Workforce has been very important in emphasizing that degrees in specific college majors lead to income gains, and his data support the belief that both specific degree skills and general skills matter in the long run for anyone attending a community college workforce program (Carnevale, Jayasundera, & Gulish, 2015). [my emphasis]
In many occupational areas where community colleges are strong—such as nursing programs—the employer desire for a four-year degree is already very apparent in most metropolitan labor markets. Moreover, the anticipated adoption of artificial intelligence by many sectors of the economy suggests that there will be even less employment for those without a four-year degree. [my emphasis]
Thus, community colleges must continue to remain responsive to the unfolding
needs of their communities for more employees who have four-year degrees and/or possess the appropriate basic skills to obtain these degrees. Clearly there will be many students, primarily adults, who need to acquire skills quickly so they can obtain meaningful work. Community colleges need to continue to provide that opportunity, but they also need to indicate to students that they will need credentials of value if they are to be competitive in the labor market. [my emphasis] This challenge will continue to inform the future of workforce development in the American community college.
NOTE: A previous version incorrectly identified the location of the Community College Research Center as Cornell University. The Center is part of Columbia University’s Teachers College.