Submissions will open for the Fall/Winter 2018 edition on May 1 and close on August 1. Please see the submission guidelines for more information.
Busy grading and working on the new edition of Teach. Write. slated for publication on April 1, but been thinking a great deal about optimal number of students in online writing intensive classes. Below is a link to an article by Wayne D’Orio, an award-winning education journalist, writing for Inside Higher Education.
“Online class sizes: one size does not fit all.”
My favorite comment: “All sources for this story agreed that writing intensive courses demand fewer students.”
BTW—online literature courses are writing intensive if taught correctly.
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.
The 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!!!
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).
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.
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:
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.
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!
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.
Today, Teach. Write. : A Writing Teachers’ Literary Journal, opens again for submissions for the Spring/Summer edition and will remain open until March 1, 2018. The Spring/Summer 2018 edition will launch on April 1. If you are, or ever have been, a teacher of writing, I would love to see your work and consider it for publication.
See complete guidelines here: Teach. Write. Submission Guidelines
I posted that the North Carolina Writers’ Network mentioned the first edition of my literary journal for writing teachers on their Hats Off page, but they also wrote a short blurb about the journal in their publication called White Cross School back on Sept. 12, but I just saw the article for the first time a couple of days ago and have to share:
Writing Conferences offer great opportunities to learn and hone new skills as well as spend quality time with fellow writers. Consider attending the North Carolina Writers Network Fall Conference in Wrightsville Beach, November 3-5.
I am swamped right now but hope to get to post again soon and do a little diagramming of sentences as suggested by my friend and fellow writer Joe Perrone, Jr.