I forgot to mention tonight that I think blogs could qualify as box essays. Sirc said, “producing a record of short fabulous textual realities, a kind of a kind of street-derived genre of drive-by criticism, blips of unfinished text” (124). My blog certainly qualifies as blips of unfinished text. Another quote: "text as open-ended, unscrewed-down box"(120). Do you ever finish a blog? I think a person just keeps adding to it. Duchamp called the boxes: " text is a collection of interesting powerful statements; artist’s notebook; readers can shuffle the “cards” or pieces of text to create their own vision" (116). Many bloggers would definitely consider their blogs to be their notebooks where they collect their ideas and thoughts without organizing them into any fashion.
Benjamin speaks of the “childlike” element (121) when making a box. Blogs have a playful feel about them. A blogger can post pictures, videos, and quotes, and write intriguing titles. Bloggers can add gadgets like polls, games, or quirky news of the day to enhance their blog.
The best part of the blog, like Facebook, is that it keeps a record of thoughts, feelings, and ideas. Blogs are a place to throw a bunch of ideas together. When the writer looks back, they can sort through and select the idea, metaphor, juxaposition, or thought that fits into the current composition they are writing.
A blog is a web box where ideas can patiently wait until it is their turn to be presented.
Monday, March 23, 2009
Friday, March 20, 2009
Mosaic of Family Pictures
I have been studying genealogy for over twenty years; it is my passion. At Christmas time I made a calendar of extended family birthdays and anniversaries to send to my aunts and their cousins. On the front cover I put a photograph of the last family reunion, but on the back cover I made a mosaic of headshots of fifty family members. I used older black and white and newer color photos; I tried to place them randomly.
After our class on visual literacy and discussion about photo essays, I looked at the back cover of the family calendar. I realized that because I had deliberately tried to place the photos randomly I had created a theme or message. No brothers' or sisters' headshots were by each other. No spouses' photos were close to each other either. No children's photos were by their parents. By working hard to not create groupings, I had portrayed the idea that the entire group was a family. There were no small units in this large photo essay. No one was connected to anyone else except as a member of the larger unit.
A photo essay would be a good assignment for my students to do so they could see how connections can be made even when someone is trying NOT to have any connections. One of the hardest tasks for my students is finding connections in their reading and putting connections into their writing. Giving my students a collection of photos and asking them to make a photo essay would be good practice for them to learn how to make connections. Creating a mosaic would really get them thinking.
After our class on visual literacy and discussion about photo essays, I looked at the back cover of the family calendar. I realized that because I had deliberately tried to place the photos randomly I had created a theme or message. No brothers' or sisters' headshots were by each other. No spouses' photos were close to each other either. No children's photos were by their parents. By working hard to not create groupings, I had portrayed the idea that the entire group was a family. There were no small units in this large photo essay. No one was connected to anyone else except as a member of the larger unit.
A photo essay would be a good assignment for my students to do so they could see how connections can be made even when someone is trying NOT to have any connections. One of the hardest tasks for my students is finding connections in their reading and putting connections into their writing. Giving my students a collection of photos and asking them to make a photo essay would be good practice for them to learn how to make connections. Creating a mosaic would really get them thinking.
Thursday, March 5, 2009
Not Everyone "gets" Grammar
In the MOO last Monday, I eluded to my philosophy of teaching grammar. I want to expound on my philosophy here because I do not want to give the wrong impression. I love grammar; I understand how to explain grammar. Naturally when people understand and like something, they want to tell others. So I like to teach grammar concepts and skills.
When I started teaching, I had eighth graders. It was the perfect age to teach grammar too. They liked worksheets and rules and games. Grammar was fun for them and me. When I returned to the classroom after raising children for several years, I taught 9th, 10th, 11th, and 12th graders. (very small school district) During my first year, I could see the progress that students make each year. The instructor before me had not taught grammar which showed up in my students' writings. So I taught grammar, capitalization, punctuation. After all they all had to pass a basic skills writing test. All my students did so well on the writing test that the school district was thrilled with their new success and me. I felt vindicated for teaching grammar.
During my second year, however, I discovered that many of my students did not retain the grammar skills that I had taught the year before. So I refreshed their memories and taught them some new skills. Since I had the students all year, I could see that the grammar I taught was still be retained (or used) from one semester to the next. Did they not care? I decided this was not the answer after talking to some sincere students. They just didn't "get" grammar no matter how many different ways and times I explained it. (specifically comma rules!) It was discouraging. I left that school district when they cut my position to part-time; it wasn't worth the drive any more.
Besides the teaching experience, I have two sons who are into math and computers. They cannot spell to save their souls. My husband and I are both English majors and excellent spellers. We bought spelling computer games and practiced words with both of the boys. We read to them and pointed out words. One day I asked my oldest son about a note he had written. There was one spelling error so I asked him to find it. He pointed to SIX words that were spelled correctly and never did point to the one misspellling. That taught me that, while he was an intelligent and conscientious student, he would never be able to spell well. He just didn't "get" spellling.
From these two experiences, I have learned that not everyone can be the grammarian that I am. I still teach grammar; I am still enthusiastic about it. But I recognize that I can encourage good usage without being punitive about it. So I nudge, encourage, reward, and compliment my students when they do use good grammar. I point out their grammar flaws so they can recognize them, but their grade does not reflect poor usage. I tell my students that I know not everyone is as crazy about grammar as I am, that I realize they may have talents in other avenues, and that I want them to do their best. Yes, I focus on grammar. Yes, I have high standards. I also recognize that not everyone will "get "grammar like me and that they are still good writers.
When I started teaching, I had eighth graders. It was the perfect age to teach grammar too. They liked worksheets and rules and games. Grammar was fun for them and me. When I returned to the classroom after raising children for several years, I taught 9th, 10th, 11th, and 12th graders. (very small school district) During my first year, I could see the progress that students make each year. The instructor before me had not taught grammar which showed up in my students' writings. So I taught grammar, capitalization, punctuation. After all they all had to pass a basic skills writing test. All my students did so well on the writing test that the school district was thrilled with their new success and me. I felt vindicated for teaching grammar.
During my second year, however, I discovered that many of my students did not retain the grammar skills that I had taught the year before. So I refreshed their memories and taught them some new skills. Since I had the students all year, I could see that the grammar I taught was still be retained (or used) from one semester to the next. Did they not care? I decided this was not the answer after talking to some sincere students. They just didn't "get" grammar no matter how many different ways and times I explained it. (specifically comma rules!) It was discouraging. I left that school district when they cut my position to part-time; it wasn't worth the drive any more.
Besides the teaching experience, I have two sons who are into math and computers. They cannot spell to save their souls. My husband and I are both English majors and excellent spellers. We bought spelling computer games and practiced words with both of the boys. We read to them and pointed out words. One day I asked my oldest son about a note he had written. There was one spelling error so I asked him to find it. He pointed to SIX words that were spelled correctly and never did point to the one misspellling. That taught me that, while he was an intelligent and conscientious student, he would never be able to spell well. He just didn't "get" spellling.
From these two experiences, I have learned that not everyone can be the grammarian that I am. I still teach grammar; I am still enthusiastic about it. But I recognize that I can encourage good usage without being punitive about it. So I nudge, encourage, reward, and compliment my students when they do use good grammar. I point out their grammar flaws so they can recognize them, but their grade does not reflect poor usage. I tell my students that I know not everyone is as crazy about grammar as I am, that I realize they may have talents in other avenues, and that I want them to do their best. Yes, I focus on grammar. Yes, I have high standards. I also recognize that not everyone will "get "grammar like me and that they are still good writers.
Sunday, March 1, 2009
I Get Texting Now
I have flirted with texting for the past year. My daughter started me on this communication when she was traveling. She notified me when her planes landed, and she was safely at home again. Then I would do an occasional text to my two sons when they were at their job or classroom. Texting them seemed to be less intrusive than calling them in those environments.
This weekend I texted my younger sister asking if she was picking up my parents from the airport. We texted several times. I asked if she was attending the girls high school hockey tournament (her daughters' high school was playing), and she responded with she was ferrying her kids to their activities instead. It was a fun conversation that lasted about an hour; I watched some television while waiting for her responses. (I am hoping she was waiting in a parking lot or driveway when she texted me back.)
Today I texted my son about reformatting my parents' computer around 11 AM. Since I know he likes to sleep in on Sunday AM, I did not call. About an hour later when I was having brunch after church, he texted me back with the status of the computer (not done yet). What a nice uninstrusive way to communicate. A telephone call would have interrupted his sleep and my conversation.
I like the texting option because I had the information I needed without going to a computer. It was not disruptive to IRL; all I did was take a quick glance at my phone. I understand better why younger people are so addicted to it. It feels like a secret communication with someone in a distant place. It has a connectiveness that is not shared with the people currently around me.
My sister comments that her telephone rarely rings at her house anymore despite having four daughters. They are still communicating with friends, but now they text more than they talk. I still like to hear my sons and daughter's voices so I will keep calling. But I will also engage in a text conversation for fun.
This weekend I texted my younger sister asking if she was picking up my parents from the airport. We texted several times. I asked if she was attending the girls high school hockey tournament (her daughters' high school was playing), and she responded with she was ferrying her kids to their activities instead. It was a fun conversation that lasted about an hour; I watched some television while waiting for her responses. (I am hoping she was waiting in a parking lot or driveway when she texted me back.)
Today I texted my son about reformatting my parents' computer around 11 AM. Since I know he likes to sleep in on Sunday AM, I did not call. About an hour later when I was having brunch after church, he texted me back with the status of the computer (not done yet). What a nice uninstrusive way to communicate. A telephone call would have interrupted his sleep and my conversation.
I like the texting option because I had the information I needed without going to a computer. It was not disruptive to IRL; all I did was take a quick glance at my phone. I understand better why younger people are so addicted to it. It feels like a secret communication with someone in a distant place. It has a connectiveness that is not shared with the people currently around me.
My sister comments that her telephone rarely rings at her house anymore despite having four daughters. They are still communicating with friends, but now they text more than they talk. I still like to hear my sons and daughter's voices so I will keep calling. But I will also engage in a text conversation for fun.
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