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	<title>ENGS 345: Practicum in Teaching Writing</title>
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	<link>http://www.uvm.edu/~reparent/345</link>
	<description></description>
	<pubDate>Tue, 09 Dec 2008 18:14:56 +0000</pubDate>
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	<language>en</language>
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			<item>
		<title>The Perils of Social Networking, Part 3-Million-and-One</title>
		<link>http://www.uvm.edu/~reparent/345/?p=68</link>
		<comments>http://www.uvm.edu/~reparent/345/?p=68#comments</comments>
		<pubDate>Tue, 09 Dec 2008 18:14:56 +0000</pubDate>
		<dc:creator>Richard Parent</dc:creator>
		
		<category><![CDATA[Blog News]]></category>

		<category><![CDATA[Digital Literacy]]></category>

		<guid isPermaLink="false">http://www.uvm.edu/~reparent/345/?p=68</guid>
		<description><![CDATA[As everyone knows, what happens in Vegas stays in Vegas&#8230; on hidden-camera surveillance footage to be unearthed and used for future (or present) blackmailing purposes.  Duh.
And I&#8217;ve mentioned before that everything you put online stays online in one form or another.  Forever.  Right, Monica?
And I always make it a point to talk [...]]]></description>
			<content:encoded><![CDATA[<p>As everyone knows, what happens in Vegas <em>stays</em> in Vegas&#8230; on hidden-camera surveillance footage to be unearthed and used for future (or present) blackmailing purposes.  Duh.</p>
<p>And I&#8217;ve <a href="http://reparent.blog.uvm.edu/archives/2007/04/why_digital_lit.html">mentioned before</a> that everything you put online <em>stays</em> online in one form or another.  Forever.  Right, Monica?</p>
<p>And I always make it a point to talk with my classes about how everything <em>other people</em> put online about you stays online forever.  This isn&#8217;t news, and it isn&#8217;t rocket science.  You&#8217;d think a smart up-and-comer would have figured that out by now.
<p>So, pop quiz time: <a href="http://voices.washingtonpost.com/the-trail/2008/12/04/one_more_question.html">Who&#8217;s The Guy On The Left Honking Hillary&#8217;s Hooter</a>?</p>
<table align=center>
<tr>
<td><img alt="oopsclinton.jpg" src="http://reparent.blog.uvm.edu/images/oopsclinton.jpg" width="75%" /></td.</tr>
</table>
<p><span id="more-68"></span></p>
<p>Congratulations, Obamaphiles, you&#8217;re absolutely correct!  That&#8217;s <a href="http://en.wikipedia.org/wiki/Jon_Favreau_(speechwriter)">Jon Favreau</a> (no, the other one), President-Elect Obama&#8217;s Director of Speechwriter!</p>
<p>Here&#8217;s the potentially more sober publicity shot the campaign used when making the announcement that Favreau would be getting a White House office to write the words that make Obama&#8217;s mouth move:</p>
<table align=center>
<tr>
<td><img alt="favreau1.jpg" src="http://reparent.blog.uvm.edu/images/favreau1.jpg" width="75%" /></td>
</tr>
</table>
<p><a href="http://voices.washingtonpost.com/the-trail/2008/12/04/one_more_question.html">The Washington Post reports</a> on:</p>
<blockquote><p>some interesting photos of a recent party [Favreau] attended &#8212; including one where he&#8217;s dancing with a life-sized cardboard cut-out of secretary of state-designate Sen. Hillary Rodham Clinton, and another where he&#8217;s placed his hand on the cardboard former first lady&#8217;s chest while a friend is offering her lips a beer &#8212; popped up on Facebook for about two hours. The photos were quickly taken down &#8212; along with every other photo Favreau had of himself on the popular social networking site, save for one profile headshot.</p></blockquote>
<p>And yet&#8230; and here&#8217;s the fun thing&#8230; even though Favreau took (or had his friends take) down all of these photos, <em>they&#8217;re still in the Washington Post and now on blogs and web pages everywhere</em>.  Classic.</p>
<p>Now, we could ask why a promising power-player would jeopardize his career with something silly and avoidable like this.  But we&#8217;ve learned (thank you Bill Clinton, Eliot Spitzer, John Edwards, David Vitter, Mark Foley, Larry Craig&#8230;) that when it comes to politics and inappropriate touching, there really is no explanation possible.  Nor does there seem to be a way to prevent it.</p>
<p>And we&#8217;ve also learned that when it comes to Facebook&#8230; <em>trust no one</em>.</p>
<p>(X-posted to <a href="http://www.uvm.edu/`reparent/005">Lit in a Wired World</a> and <a href="http://reparent.blog.uvm.edu/">Digital Digressions</a>)</p>
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		<item>
		<title>Calendar Revised!</title>
		<link>http://www.uvm.edu/~reparent/345/?p=66</link>
		<comments>http://www.uvm.edu/~reparent/345/?p=66#comments</comments>
		<pubDate>Thu, 30 Oct 2008 15:27:52 +0000</pubDate>
		<dc:creator>Richard Parent</dc:creator>
		
		<category><![CDATA[Assignments]]></category>

		<category><![CDATA[Blog News]]></category>

		<guid isPermaLink="false">http://www.uvm.edu/~reparent/345/?p=66</guid>
		<description><![CDATA[As promised, I&#8217;ve revised the Calendar.  Here&#8217;s the summary of changes:

The Teaching Journal #2 will include a 2-4 page reflection on the journal to date; it will be due on November 6
The Greatest Teaching Fear revised draft will be due on November 20

That&#8217;s it!
]]></description>
			<content:encoded><![CDATA[<p>As promised, I&#8217;ve revised the <a href="http://www.uvm.edu/~reparent/345/?page_id=18">Calendar</a>.  Here&#8217;s the summary of changes:</p>
<ul>
<li>The Teaching Journal #2 will include a 2-4 page reflection on the journal <em>to date</em>; it will be due on November 6</li>
<li>The Greatest Teaching Fear revised draft will be due on November 20</li>
</ul>
<p>That&#8217;s it!</p>
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		<title>Say &#8220;Hebbo!&#8221; to Tarvuism</title>
		<link>http://www.uvm.edu/~reparent/345/?p=61</link>
		<comments>http://www.uvm.edu/~reparent/345/?p=61#comments</comments>
		<pubDate>Tue, 21 Oct 2008 17:33:49 +0000</pubDate>
		<dc:creator>Richard Parent</dc:creator>
		
		<category><![CDATA[Digital Literacy]]></category>

		<guid isPermaLink="false">http://www.uvm.edu/~reparent/345/?p=61</guid>
		<description><![CDATA[I&#8217;ve been buried under multiple stacks of papers from both classes (note to self: plan paper turn-in schedule more carefully next semester!), but I&#8217;m digging my way out, slowly.  In the meantime, here&#8217;s something to distract entertain and inform you.
I posted earlier about a great satirical video purporting to show the &#8220;Petticoat 5,&#8221; the [...]]]></description>
			<content:encoded><![CDATA[<p>I&#8217;ve been buried under multiple stacks of papers from both classes (note to self: plan paper turn-in schedule more carefully next semester!), but I&#8217;m digging my way out, slowly.  In the meantime, here&#8217;s something to <strike>distract</strike> entertain and inform you.</p>
<p>I <a href="http://reparent.blog.uvm.edu/archives/2008/10/two_random_thin.html">posted earlier</a> about a great satirical video purporting to show the &#8220;Petticoat 5,&#8221; the first computer by women, for women.  That video came from the British show <a href="http://en.wikipedia.org/wiki/Look_around_you">Look Around You</a>, whose creators, Robert Popper and Peter Serafinowicz, are now at work on a new project.</p>
<table align=center>
<tr>
<td><object width="400" height="222"><param name="allowfullscreen" value="true" /><param name="allowscriptaccess" value="always" /><param name="movie" value="http://vimeo.com/moogaloop.swf?clip_id=1911088&amp;server=vimeo.com&amp;show_title=1&amp;show_byline=1&amp;show_portrait=0&amp;color=&amp;fullscreen=1" /><embed src="http://vimeo.com/moogaloop.swf?clip_id=1911088&amp;server=vimeo.com&amp;show_title=1&amp;show_byline=1&amp;show_portrait=0&amp;color=&amp;fullscreen=1" type="application/x-shockwave-flash" allowfullscreen="true" allowscriptaccess="always" width="400" height="222"></embed></object><br /><a href="http://vimeo.com/1911088?pg=embed&amp;sec=1911088">Say Hebbo!</a> from <a href="http://vimeo.com/user811107?pg=embed&amp;sec=1911088">Torvakian</a> on <a href="http://vimeo.com?pg=embed&amp;sec=1911088">Vimeo</a></td>
</tr>
</table>
<p>Popper and Serafinowicz are reportedly in talks with <a href="http://www.adultswim.com/">Adult Swim</a> to develop their new show.  I was initially doubtful about the enterprise.  I <em>loved</em> the video, but I had no idea how they could spin this into a regular series.</p>
<p>That was before I clicked through to the <a href="http://www.tarvu.com/index.html">main page for Tarvuism</a>.  There I learned everything never knew I needed to know.  And it was so easy!  After reading the fun stuff on the main site, I poked around the <a href="http://www.tarvu.com/wiki">Tarvupedia</a>.  Holy crap on a cracker!  There is a <em>ton</em> of stuff there.  And it&#8217;s fantastic.  Now I really, really hope they get their show.  I&#8217;m <em>dying</em> to see Tarvuism in action.</p>
<p>And here&#8217;s an added plug for my spring classes!  Notice that the Tarvunty is <em>illustrated</em>!</p>
<p style="text-align:center"><a href="http://www.tarvu.com/index.html"><img alt="tarvunty.jpg" src="http://reparent.blog.uvm.edu/images/tarvunty.jpg" width="50%" /></a></p>
<p>Yes, this spring I&#8217;ll be teaching a seminar for senior English majors on <strong>The Illustrated Novel</strong>.  If only the campus bookstore would agree to carry the Tarvunty!  I&#8217;ll also be teaching a graduate seminar on <strong>21st Century Literacies</strong>.  The entire Tarvuism web site is an excellent example of the literacies we use now that we&#8217;re living in the <strike>future</strike> 21st century.</p>
<p>(X-posted to <a href="http://reparent.blog.uvm.edu/">Digital Digressions</a> and <a href="http://www.uvm.edu/~reparent/005/">Literature in a Wired World</a>)</p>
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		<title>Rhetoric and Voting</title>
		<link>http://www.uvm.edu/~reparent/345/?p=58</link>
		<comments>http://www.uvm.edu/~reparent/345/?p=58#comments</comments>
		<pubDate>Wed, 08 Oct 2008 14:51:48 +0000</pubDate>
		<dc:creator>Richard Parent</dc:creator>
		
		<category><![CDATA[Rhetoric]]></category>

		<guid isPermaLink="false">http://www.uvm.edu/~reparent/345/?p=58</guid>
		<description><![CDATA[Apropos of our recent discussions of rhetoric, here are two recent videos that use rhetoric to encourage (or do they?) people to vote in the upcoming election.  The first is another celebrity-infused compilation reminiscent of will.i.am&#8217;s &#8220;Yes We Can&#8221; song &#038; video (and will.i.am is in this video, too).  Here&#8217;s &#8220;Don&#8217;t Vote&#8221;:





The second [...]]]></description>
			<content:encoded><![CDATA[<p>Apropos of our recent discussions of rhetoric, here are two recent videos that use rhetoric to encourage (or <em>do</em> they?) people to vote in the upcoming election.  The first is another celebrity-infused compilation reminiscent of will.i.am&#8217;s &#8220;Yes We Can&#8221; song &#038; video (and will.i.am is in this video, too).  Here&#8217;s &#8220;Don&#8217;t Vote&#8221;:</p>
<table align=center>
<tr>
<td><object width="425" height="344"><param name="movie" value="http://www.youtube.com/v/0vtHwWReGU0&#038;color1=0xb1b1b1&#038;color2=0xcfcfcf&#038;fs=1"></param><param name="allowFullScreen" value="true"></param><embed src="http://www.youtube.com/v/0vtHwWReGU0&#038;color1=0xb1b1b1&#038;color2=0xcfcfcf&#038;fs=1" type="application/x-shockwave-flash" allowfullscreen="true" width="425" height="344"></embed></object></td>
</tr>
</table>
<p>The second is from the Colbert Report, and it takes a slightly different approach.  This is &#8220;Voter Abstinence&#8221;:</p>
<table align=center>
<tr>
<td><embed FlashVars='videoId=186530' src='http://www.comedycentral.com/sitewide/video_player/view/default/swf.jhtml' quality='high' bgcolor='#cccccc' width='332' height='316' name='comedy_central_player' align='middle' allowScriptAccess='always' allownetworking='external' type='application/x-shockwave-flash' pluginspage='http://www.macromedia.com/go/getflashplayer'></embed></td>
</tr>
</table>
<p>Now, for everyone who wonders why I don&#8217;t do more work with classical rhetoric in my work (and for the grad students in Robyn&#8217;s theory seminar who recently read an article by Richard Lanham), here are a fun list of many (but not all &#8212; not by a long shot!) of the classical rhetorical figures and tropes<strong>*</strong> employed in the &#8220;Don&#8217;t Vote&#8221; video:</p>
<ul>
<li>aetiologia: giving a cause or reason</li>
<li>amphidiorthosis: to hedge or qualify a charge made in anger</li>
<li>anaphora: repetition of the same word at the beginning of successive clauses or verses</li>
<li>antistrophe: repetition of a closing word or words at the end of several successive clauses, sentences, or verses</li>
<li>apophasis: pretending to deny what is really affirmed</li>
<li>commoratio: emphasizing a strong point by repeating it several times in different words</li>
<li>contrarium: one of two opposite statements is used to prove the other</li>
<li>dehortatio: dissuasion; advice to the contrary</li>
<li>diallage: bringing several arguments to establish a single point</li>
<li>epimone: refrain: frequent repetition of a phrase or question</li>
<li>homiologia: tedious, redundant style</li>
<li>indignatio: arousing the audience&#8217;s scorn and indignation</li>
<li>palilogia: repetition for vehemence or fullness</li>
<li>paraenesis: warning of impending evil</li>
<li>pleonasmus: needless repetition</li>
<li>sarcasmus: a bitter gibe or taunt</li>
<li>tautologia: repetition of the same idea in different words</li>
</ul>
<p>Can you find them all?</p>
<p>(X-posted to <a href="http://reparent.blog.uvm.edu">Digital Digressions</a>)</p>
<p><strong>*</strong> All figures and tropes can be found in: Lanham, Richard A.  <em>A Handlist of Rhetorical Terms</em> Second Edition.  Berkeley: U of California P, 1991.</p>
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		<title>Need I Draw You a Picture?</title>
		<link>http://www.uvm.edu/~reparent/345/?p=54</link>
		<comments>http://www.uvm.edu/~reparent/345/?p=54#comments</comments>
		<pubDate>Mon, 06 Oct 2008 20:06:45 +0000</pubDate>
		<dc:creator>Richard Parent</dc:creator>
		
		<category><![CDATA[Composition]]></category>

		<guid isPermaLink="false">http://www.uvm.edu/~reparent/345/?p=54</guid>
		<description><![CDATA[This is tremendous fun.  Kitty Burns Florey, the author of Sister Bernadette&#8217;s Barking Dog (the best, and possibly only, book about diagramming sentences), has noticed Sarah Palin&#8217;s special relationship with the English language.
In an article for Slate, Florey takes a crack at sentences from Palin&#8217;s interviews with Katie Couric and Charlie Gibson.  The [...]]]></description>
			<content:encoded><![CDATA[<p>This is tremendous fun.  <a href="http://www.kittyburnsflorey.com/">Kitty Burns Florey</a>, the author of <a href="http://search.barnesandnoble.com/Sister-Bernadettes-Barking-Dog/Kitty-Burns-Florey/e/9780156034432/?itm=1">Sister Bernadette&#8217;s Barking Dog</a> (the best, and possibly only, book about diagramming sentences), has noticed Sarah Palin&#8217;s special relationship with the English language.</p>
<p>In an <a href="http://www.slate.com/id/2201158/">article for Slate</a>, Florey takes a crack at sentences from Palin&#8217;s interviews with Katie Couric and Charlie Gibson.  The results aren&#8217;t pretty, even if Florey&#8217;s lines are, as always, impeccable.</p>
<p>Florey turns, for instance, to Palin&#8217;s oft-repeated meditation on Vladimir Putin&#8217;s rearing head:</p>
<blockquote><p>It&#8217;s very important when you consider even national security issues with Russia as Putin rears his head and comes into the air space of the United States of America, where—where do they go?</p>
</blockquote>
<p>And generates the following diagram:</p>
<p style="text-align:center"><a href="http://www.slate.com/id/2201158/"><img alt="081001_GW_sentenceDiagram.gif" src="http://reparent.blog.uvm.edu/images/081001_GW_sentenceDiagram.gif" width="90%" /></a></p>
<p>Impressive, no?</p>
<p>But for me, the most interesting part of the article is this bit of Florey&#8217;s own thoughts on the value and usefulness of sentence diagramming:</p>
<blockquote><p>One thing we can&#8217;t learn, of course, is whether her words are true or make sense. Part of the appeal of diagramming is the fact that just about any sentence can be diagrammed, even when it is gibberish. <em>Cats chase mice</em> and <em>Mice chase cats</em> present the same kind of entity to the diagrammer. So does <em>Muffins bludgeon bookcases</em>. If it&#8217;s a string of words containing a certain number of parts of speech arranged in reasonably coherent order, it can be hacked and beaten into a diagram.</p>
</blockquote>
<p>Which makes the inescapable conclusion about Palin&#8217;s speech habits when she&#8217;s not extensively and elaborately scripted, as in the Couric and Gibson interviews, either tragic or terrifying.</p>
<p>(Thanks to <a href="http://joemygod.blogspot.com/2008/10/diagramming-sarah.html">Joe.My.God</a> for the link.)</p>
<p>(And cross-posted to the <a href="http://reparent.blog.uvm.edu/">Digital Digressions</a>.)</p>
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			<wfw:commentRss>http://www.uvm.edu/~reparent/345/?feed=rss2&amp;p=54</wfw:commentRss>
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		<title>Random Goodness</title>
		<link>http://www.uvm.edu/~reparent/345/?p=48</link>
		<comments>http://www.uvm.edu/~reparent/345/?p=48#comments</comments>
		<pubDate>Fri, 05 Sep 2008 18:01:19 +0000</pubDate>
		<dc:creator>Richard Parent</dc:creator>
		
		<category><![CDATA[Digital Literacy]]></category>

		<category><![CDATA[Pedagogy]]></category>

		<guid isPermaLink="false">http://www.uvm.edu/~reparent/345/?p=48</guid>
		<description><![CDATA[First up, a very handy list of &#8220;5 Sayings You Can Probably Use Without Getting Fired&#8221; from Carol Richtsmeier at Bellringers.
Word of warning: Ritchie&#8217;s #1 thing might not work for you if you can&#8217;t summon your inner Southerner strongly enough to pull it off.  But for those of us from the South/Southwest, she really [...]]]></description>
			<content:encoded><![CDATA[<p>First up, a very handy list of &#8220;<a href="http://mybellringers.blogspot.com/2008/08/back-to-school-nifty-sayings-bless-your.html">5 Sayings You Can <em>Probably</em> Use Without Getting Fired</a>&#8221; from Carol Richtsmeier at Bellringers.</p>
<p>Word of warning: Ritchie&#8217;s #1 thing <em>might</em> not work for you if you can&#8217;t summon your inner Southerner strongly enough to pull it off.  But for those of us from the South/Southwest, she really does hit the nail on the head with that one.</p>
<p>And here&#8217;s something completely different: novels written on cell phones and intended to be read on cell phones.  It&#8217;s all the rage in Japan, and is even reinvigorating the flagging Japanese book publishing industry.</p>
<ul>
<li><a href="http://www.corebrand.com/index.php?option=com_content&#038;task=view&#038;id=197&#038;Itemid=44">Charles Muir at Core Brand</a></li>
<li><a href="http://radar.oreilly.com/2007/09/a-mobile-read-with-white-space.html">Peter Brantley at O&#8217;Reilly Radar</a></li>
<li><a href="http://online.wsj.com/public/article/SB119074882854738970.html?mod=blog">Yukari Iwatani Kane at the Wall Street Journal</a></li>
</ul>
<p>What I want to draw <em>your</em> attention to is the way the <em>form</em> of these cell phone novels affects their content.  From the <em>WSJ</em> article:</p>
<blockquote><p>Many mobile novels are influenced by comic books the young writers grew up reading. That means lots of dialogue and really short paragraphs that fit nicely on a small screen. Huge empty spaces between sentences can convey that the characters are deep in thought.</p>
</blockquote>
<p>Also, there seems to be a strong connection between the popularity of mobile novels and the instant, often non-judgmental feedback made possible by their technology:</p>
<blockquote><p>Mobile-novel writers like getting instant feedback from readers. That encourages them to keep going or even to change stories to suit readers. Of course, the close interaction between reader and writer can sometimes be too much. A 27-year-old woman, who wrote a sad love story called &#8220;What the Angel Gave Me&#8221; under the pen name Chaco, became so popular two years ago that she was getting 25,000 unique online visitors a day. Chaco, who won&#8217;t disclose her real name, says she felt pressured to update her novel and respond to comments every day to keep readers happy.</p>
</blockquote>
<p>Can you imagine getting 25,000 different people to read <em>your</em> work?  And to have many of those people be so inspired by your work that they want to write to you about it?</p>
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		<title>Response #1</title>
		<link>http://www.uvm.edu/~reparent/345/?p=46</link>
		<comments>http://www.uvm.edu/~reparent/345/?p=46#comments</comments>
		<pubDate>Tue, 02 Sep 2008 17:43:46 +0000</pubDate>
		<dc:creator>Richard Parent</dc:creator>
		
		<category><![CDATA[Responses]]></category>

		<guid isPermaLink="false">http://www.uvm.edu/~reparent/345/?p=46</guid>
		<description><![CDATA[I&#8217;ve given you a sample student paper, written in response to the prompt: Compose a brief analysis of a technological element of contemporary culture, paying particular attention to the role(s) of that technology in/to contemporary culture.
Comment on this student paper, as you would/will to the papers your own students will turn in to you.
Then, in [...]]]></description>
			<content:encoded><![CDATA[<p>I&#8217;ve given you a sample student paper, written in response to the prompt: <em>Compose a brief analysis of a technological element of contemporary culture, paying particular attention to the role(s) of that technology in/to contemporary culture<em>.</p>
<p>Comment on this student paper, as you would/will to the papers your own students will turn in to you.</p>
<p>Then, in light of Paolo Freire and Nancy Sommers&#8217; readings for Thursday, compose a 1-page, single-spaced analysis of your comments.  E-mail your analysis to me by 10am on Thursday, and bring your commented sample paper with you to class.</p>
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		<title>Grade Inflation?!</title>
		<link>http://www.uvm.edu/~reparent/345/?p=38</link>
		<comments>http://www.uvm.edu/~reparent/345/?p=38#comments</comments>
		<pubDate>Thu, 28 Aug 2008 19:31:20 +0000</pubDate>
		<dc:creator>Richard Parent</dc:creator>
		
		<category><![CDATA[Academy]]></category>

		<guid isPermaLink="false">http://www.uvm.edu/~reparent/345/?p=38</guid>
		<description><![CDATA[Over at the Crooked Timber blog, Henry has an interesting post up about grade inflation and compression.
As good, responsible new teachers, I&#8217;m sure you&#8217;re all opposed (on principle!) to the insidious evil that we call &#8220;grade inflation.&#8221;  So was Henry.  As he explains:
In the course of writing my own paper several things happened. [...]]]></description>
			<content:encoded><![CDATA[<p>Over at the <a href="http://crookedtimber.org/2008/08/18/grade-inflation/#more-7426">Crooked Timber</a> blog, Henry has an interesting post up about grade inflation and compression.</p>
<p>As good, responsible new teachers, I&#8217;m sure you&#8217;re all opposed (on principle!) to the insidious evil that we call &#8220;grade inflation.&#8221;  So was Henry.  As <a href="http://crookedtimber.org/2008/08/18/grade-inflation/#more-7426">he explains</a>:</p>
<blockquote><p>In the course of writing my own paper several things happened. I started off assuming (with no real evidence) that grade inflation was real and believing (for no real reasons) that it was bad; I discovered that there is no evidence of grade inflation (which doesn’t, of course, mean that it doesn’t exist) and that the reasons for thinking it would be bad if it did exist are pretty weak.</p></blockquote>
<p>It just gets better and more interesting (and more provocative) from there.  I highly encourage you to read it all.  And check out the comments afterward, as well.  They&#8217;re often excellent at CT.</p>
<p>One last meta-point: Henry brings up the related concept of grade compression &#8212; the notion that the range of grades becomes compressed from the 13 or so grades (A+ to F) we&#8217;re used to seeing to a much smaller scale of grades being given.  I mention this because <em>you&#8217;re</em> in that boat now as grad students in the Humanities &#8212; the range of acceptable grades for you (and your peers across the country) is much smaller (A+ to B).  B- is a serious sign of trouble in today&#8217;s grad-level academy, and C (acceptable in undergrad classes) is right out.</p>
<p>What do you think about all of this?</p>
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		<title>Welcome!</title>
		<link>http://www.uvm.edu/~reparent/345/?p=36</link>
		<comments>http://www.uvm.edu/~reparent/345/?p=36#comments</comments>
		<pubDate>Thu, 28 Aug 2008 19:23:54 +0000</pubDate>
		<dc:creator>Richard Parent</dc:creator>
		
		<category><![CDATA[Blog News]]></category>

		<guid isPermaLink="false">http://www.uvm.edu/~reparent/345/?p=36</guid>
		<description><![CDATA[Welcome to the Fall 2008 section of English 345: Practicum in Teaching Writing, or as I&#8217;ll almost certainly refer to it, the Teaching Seminar.
On this blog you&#8217;ll find the course syllabus, course calendar (listing readings, special events and assignment due dates), resources for teaching composition and rhetoric, and a steady stream of composition- and teaching-related [...]]]></description>
			<content:encoded><![CDATA[<p>Welcome to the Fall 2008 section of English 345: Practicum in Teaching Writing, or as I&#8217;ll almost certainly refer to it, the Teaching Seminar.</p>
<p>On this blog you&#8217;ll find the <a href="http://www.uvm.edu/~reparent/345/?page_id=29">course syllabus</a>, <a href="http://www.uvm.edu/~reparent/345/?page_id=18">course calendar</a> (listing readings, special events and assignment due dates), <a href="http://www.uvm.edu/~reparent/345/?page_id=5">resources</a> for teaching composition and rhetoric, and a steady stream of composition- and teaching-related materials happening around the world and on the Web.</p>
<p>I&#8217;ll post materials here for you to read for our in-class discussions, so check this page every few days to stay current.</p>
<p>Finally, while I won&#8217;t ask you to post here about your classes or the details of your teaching experiences (I don&#8217;t think this is the right format or venue for that), if you have questions about assignments or want to respond to any of the posts I put up here, feel free to do so!</p>
<p>Oh, and just to clarify: everything <em>below</em> this post is from last year&#8217;s section.  You&#8217;re welcome to read it, but I&#8217;m not sure how relevant it&#8217;ll be for you.  Just so you know.</p>
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		<title>Apropos of Gender and Performativity</title>
		<link>http://www.uvm.edu/~reparent/345/?p=16</link>
		<comments>http://www.uvm.edu/~reparent/345/?p=16#comments</comments>
		<pubDate>Thu, 29 Nov 2007 21:05:05 +0000</pubDate>
		<dc:creator>Richard Parent</dc:creator>
		
		<category><![CDATA[Readings]]></category>

		<guid isPermaLink="false">http://www.uvm.edu/~reparent/345/?p=16</guid>
		<description><![CDATA[As promised (threatened?), here&#8217;s the link to University of Texas junior (major: history) Ryan Haecker&#8217;s op-ed column: &#8220;Who wears the pants?&#8221;
Here  are two excellent responses from bloggers TBogg and Pam Spaulding.  Both are witty and informative.  One of them even features a visual counter-argument to Haecker!  (I&#8217;m not going to tell [...]]]></description>
			<content:encoded><![CDATA[<p>As promised (threatened?), here&#8217;s the link to University of Texas junior (major: history) Ryan Haecker&#8217;s op-ed column: <a href="http://media.www.dailytexanonline.com/media/storage/paper410/news/2007/11/20/Opinion/Who-Wears.The.Pants-3112061.shtml">&#8220;Who wears the pants?&#8221;</a></p>
<p>Here  are two excellent responses from bloggers <a href="http://tbogg.blogspot.com/2007/11/and-youve-still-got-angst-in-your-pants.html">TBogg</a> and <a href="http://www.pamshouseblend.com/showDiary.do?diaryId=3718">Pam Spaulding</a>.  Both are witty and informative.  One of them even features a visual counter-argument to Haecker!  (I&#8217;m not going to tell you which one that is.)</p>
<p>And, if you&#8217;re curious what the rest of the UT community thought/thinks about Mr. Haeker, scroll down to the newspaper&#8217;s forum for this column.</p>
<p>Enjoy!</p>
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