I would first like to thank everyone who gave me support for my powerpoint presentation. One thing that I realized is that I needed to practice multiple times. I tended to get ahead of my slides.
Right now, I have this nasty cold, and so I'm going to do another short post. I need to find a medical study that proves how we're prone to getting sick during the holidays. I sometimes think my body says to me "It's alright to get sick now." Unfortunately, my parents drove all the way down from D.C, and now my body now tells me it's had enough. The fortunate news is that I have a number of helping hands. Lynn Bloom's account of how we, as academics, feel compelled to create this stiff upper lip and bear whatever pain comes our way doesn't seem to be the case with me. How are you feeling today "What do I know?" I freely admit that I feel lousy, and I shouldn't be blogging right now. My nose is stuffed up, my temperature is sitting around 100.1 degrees, and I want to be pampered. I have no stiff upper lip and neither did Montaigne who readily shared all his ailments with his readers and made no apologies. I feel better now that I've shared my "woe is me" post and a bit more honest.
Friday, November 28, 2008
Friday, November 21, 2008
My first conference presentation using power point
This will be a relatively short post, but I'll continue after my NCTE presentation tomorrow. After more than 15 years of presenting at conferences, I've decided to do a power point presentation. I feel as if I'm presenting for the first time. I have the power point jitters right now. I'm a writer, not a power pointing person. However, I feel the pressure to embrace technology just as I did with these blogs, webct, and wiki. Wish me luck tomorrow.
Tuesday, November 11, 2008
Discovering a Personal Essay Colleague
Today, I was quite happy to discover that one of my R&C colleagues in our department has a deep appreciation for the personal academic essay. I asked Dr. Diana Cardenas to visit my autobiography class and talk about one of her personal academic essays that she wrote for an edited collection, Latino/a Discourses. Some of you may be familiar with this essay since she has spoken about it in other classes. She usually discusses it from a more conventional R&C approach, but I asked her today to talk about how she crafted the essay. I always thought it was a wonderful essay, and I wanted students to hear the process she went through for writing it up. Many of them had her for technical writing, so they saw a style of writing that differed in certain ways from what she emphasized in these classes. She was asked to contribute to this collection on Latino/a literacy, so she had to speak to the theme of the collection. She thought it would be easy to write this personal academic essay as many of us often do when we initially start writing in this form. However, she soon realized the seemingly simple was not so simple. Seven months later she finally finished her essay after countless revisions. As she said this, a number of students fervently nodded their heads in recognition of the time consuming nature of personal essays. They knew what she knew. I remember she mentioned the discovery of using questions in her essay to engage the reader and to create these pauses for mutual reflection. Sometimes when we teach argumentative or technical writing, we tell our students that we don't want readers to stop and pause. To stop and pause might inhibit the smooth argument. We emphasize the use of smooth transitions, so we won't jolt the reader. Yet, with essays, we embrace those little jolts dispersed in our writing. These are inviting jolts that sometimes ask the reader to participate in the wondering process or merely to share what we're wondering about at that moment. Those questions also can strengthen our essay argument. They might be signposts for another digression as our questions take us in a different direction. Are the questions sometimes then the essay's version of signposts? I'll have to ponder this question.
Saturday, November 8, 2008
Theme vs. Thesis
As I’m rereading the chapters in Literary Nonfiction, I’m wondering about theme and thesis. I look up the definitions that you see below.
theme
play_w2("T0147900")
(th m)
n.
1. A topic of discourse or discussion. See Synonyms at subject.
2. A subject of artistic representation.
3. An implicit or recurrent idea; a motif: a theme of powerlessness that runs through the diary; a party with a tropical island theme.
4. A short composition assigned to a student as a writing exercise.
5. Music The principal melodic phrase in a composition, especially a melody forming the basis of a set of variations.
6. Linguistics A stem.
7. Linguistics See topic.
the·sis
play_w2("T0160900")
(th s s)
n. pl. the·ses (-s z)
1. A proposition that is maintained by argument.
2. A dissertation advancing an original point of view as a result of research, especially as a requirement for an academic degree.
3. A hypothetical proposition, especially one put forth without proof.
4. The first stage of the Hegelian dialectic process.
5.
a. The long or accented part of a metrical foot, especially in quantitative verse.
b. The unaccented or short part of a metrical foot, especially in accentual verse.
6. Music The accented section of a measure.
As I read Minot’s interpretation of theme in various chapters, I wonder if a theme is more than we see represented in the above description. I don’t see anything about argument in this definition, but we know that a theme can be riddled with convincing arguments. I prefer, in most cases, when arguments are presented in a thematic essay. I find number four rather interesting. So, thematic essays are just a writing exercise that we assign to students? We see that the thesis description is much more than a writing exercise. The theme seems to be “an artistic representation,” which automatically relegates it to the margins of academic writing.
I ponder what academia would have been like if we were not so consumed with the questions “What is your thesis?” or “Where is your thesis?” What if academia was not so concerned with the thesis? What if we weren’t so concerned in our writing to have that blatant “proposition that is maintained by argument”? Yeah, I know we have that implied thesis, but it’s still rather conventional for the reader to find one or two sentences that he/she can say “ding, ding, ding,” I found your thesis statement. What if our academic knowledge-making ways went the route of creating thematic essays as we see in Minot’s essay examples? Certainly, we can see how several disciplines could have gone this route without too much trouble. I find the 2nd definition of a thesis rather interesting—“dissertation advancing an original point of view.” Maybe, it would be more difficult to discover an original point of view if academic writing took the form of essays. Maybe, we wouldn’t be so consumed with finding the “original point of view.” Maybe, we would find a relatively unanswered question in another essay and decide to write an essay exploring the question or idea another posed but left to others to explore in more depth in a subsequent essay. Maybe, instead of the search and destroy mission prevalent in the “original point of view” scholarly writing, we would create a borrow and expand mission and thank the previous essayist for leading us on our merry way to explore something they posed in their essay. Yeah, some of this goes on, but not to a high degree. We know the essayist likes posing those unanswered questions—sometimes attempting to answer the questions—sometimes leaving another to attempt. Consuming ourselves with themes helps us and others take a look at a theme from multiple angles and is another form of a knowledge-making process that I see as a more collaborative form of writing and researching.
theme
play_w2("T0147900")
(th m)
n.
1. A topic of discourse or discussion. See Synonyms at subject.
2. A subject of artistic representation.
3. An implicit or recurrent idea; a motif: a theme of powerlessness that runs through the diary; a party with a tropical island theme.
4. A short composition assigned to a student as a writing exercise.
5. Music The principal melodic phrase in a composition, especially a melody forming the basis of a set of variations.
6. Linguistics A stem.
7. Linguistics See topic.
the·sis
play_w2("T0160900")
(th s s)
n. pl. the·ses (-s z)
1. A proposition that is maintained by argument.
2. A dissertation advancing an original point of view as a result of research, especially as a requirement for an academic degree.
3. A hypothetical proposition, especially one put forth without proof.
4. The first stage of the Hegelian dialectic process.
5.
a. The long or accented part of a metrical foot, especially in quantitative verse.
b. The unaccented or short part of a metrical foot, especially in accentual verse.
6. Music The accented section of a measure.
As I read Minot’s interpretation of theme in various chapters, I wonder if a theme is more than we see represented in the above description. I don’t see anything about argument in this definition, but we know that a theme can be riddled with convincing arguments. I prefer, in most cases, when arguments are presented in a thematic essay. I find number four rather interesting. So, thematic essays are just a writing exercise that we assign to students? We see that the thesis description is much more than a writing exercise. The theme seems to be “an artistic representation,” which automatically relegates it to the margins of academic writing.
I ponder what academia would have been like if we were not so consumed with the questions “What is your thesis?” or “Where is your thesis?” What if academia was not so concerned with the thesis? What if we weren’t so concerned in our writing to have that blatant “proposition that is maintained by argument”? Yeah, I know we have that implied thesis, but it’s still rather conventional for the reader to find one or two sentences that he/she can say “ding, ding, ding,” I found your thesis statement. What if our academic knowledge-making ways went the route of creating thematic essays as we see in Minot’s essay examples? Certainly, we can see how several disciplines could have gone this route without too much trouble. I find the 2nd definition of a thesis rather interesting—“dissertation advancing an original point of view.” Maybe, it would be more difficult to discover an original point of view if academic writing took the form of essays. Maybe, we wouldn’t be so consumed with finding the “original point of view.” Maybe, we would find a relatively unanswered question in another essay and decide to write an essay exploring the question or idea another posed but left to others to explore in more depth in a subsequent essay. Maybe, instead of the search and destroy mission prevalent in the “original point of view” scholarly writing, we would create a borrow and expand mission and thank the previous essayist for leading us on our merry way to explore something they posed in their essay. Yeah, some of this goes on, but not to a high degree. We know the essayist likes posing those unanswered questions—sometimes attempting to answer the questions—sometimes leaving another to attempt. Consuming ourselves with themes helps us and others take a look at a theme from multiple angles and is another form of a knowledge-making process that I see as a more collaborative form of writing and researching.
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