tag:blogger.com,1999:blog-17226356.post114124074694552073..comments2023-10-25T07:42:21.149-05:00Comments on Average Professor: Readin'. Writin'.Average Professorhttp://www.blogger.com/profile/13879007878874956437noreply@blogger.comBlogger3125tag:blogger.com,1999:blog-17226356.post-17429651621709946022022-03-03T23:29:48.323-06:002022-03-03T23:29:48.323-06:00Great post, thank youGreat post, thank youSasha Blackwellhttps://www.sashablackwell.com/noreply@blogger.comtag:blogger.com,1999:blog-17226356.post-1164427782643576132006-11-24T22:09:00.000-06:002006-11-24T22:09:00.000-06:00I say instead of whining about it, fix it. Technic...I say instead of whining about it, fix it. <BR/><BR/>Technical writing can be taught. Basic technical skills can be learned, even later in life by students who should have learned them sooner. <BR/><BR/>I routinely train grad students in basic English grammar skills, largely because my field is dominated by international scientists, but also because I know it's important, nobody taught it to me so I had to learn the hard way, and I enjoy teaching writing. <BR/><BR/>Get a good basic workbook and devote a day or week to writing bootcamp. At the very least, xerox something for your $-challenged students to use as a reference for basic rules and hand that out. <BR/><BR/>It will help alleviate, thought probably not cure, the routine horror of grading, and it will help your students in the long run, whether they realize that now or not. <BR/><BR/>And don't forget the WHO CARES component of teaching grammar. If they realize how foolish they look, their pride will do all the work for you.Ms.PhDhttps://www.blogger.com/profile/11050354864577547294noreply@blogger.comtag:blogger.com,1999:blog-17226356.post-1142541135613277012006-03-16T14:32:00.000-06:002006-03-16T14:32:00.000-06:00This writing thing is a serious problem. I am in ...This writing thing is a serious problem. I am in literature. In college and graduate school, we learned to analyze texts objectively, and to write in a precise manner.<BR/><BR/>When I became an assistant professor, student evaluations really mattered. I was shocked to discover that the students considered rigorous thought to be inappropriate to our discipline. I discovered that I could get high evaluations if I stopped preparing class and simply allowed students to emote with the texts. I was, and still am scandalized by this. <BR/><BR/>A another university, I had a different experience. Students still didn't want to discuss the texts in any sort of rigorous way, but they did want to chat about their content, and the contexts in which they were produced. I say chat because I do not mean, learn systematically or think rigorously.<BR/>Still, I was and am happier to at least chat about something real in class, than I am to solipsistically emote.<BR/><BR/>Finding that this worked well enough, I stuck with it for some time. Students at my institution have no prior writing experience anyway, so just getting them started <BR/>was at least something, I figured. I needed to get tenure, deal with my family, things like that, and couldn't rescue my students' writing singlehandedly. I became a little lax.<BR/><BR/>A large part of the reason I've invented the Professor Zero identity, though, is that I've decided to stop the nonsense. Things have gone far too far, and the buck has to stop somewhere. I've become a writing maniac in that I insist on rigorous thought (although not perfect control of the language--I'm realistic). I'm also advising everyone into math, physics, and philosophy for their electives. I do not mean those "Physics for Poets" courses. I mean anything that requires systematic thought.<BR/><BR/>Glad to have you on board, and glad to see you're getting cited.Professor Zerohttps://www.blogger.com/profile/04909063513731044826noreply@blogger.com