A follow-up post on techniques for teaching writing by first teaching critical reading. In particular, I talk about reverse outlining: how to do it, why you might assign it, and some thought on its relationship to developing critical reading skills.
Teaching adult learners to write well means first teaching them to read well. “Reading to Write” is the first of two posts on how I’ve attempted to get students reading well in order that they might identify what they need to do to write well.
(R) is for Risk; (A) is for Anxiety: A new blog post on PhD professionalization, quantitative risk assessment, and what the two have to do with graduate-student anxiety.
My Incomplete Summer Reading List
Suggestions are welcome, please!
An end-of-the-year round up of some ideas for change in your classrooms, from ambling through your lectures to student-built YouTube playlist responses to their readings.
On mini-chickens, and mentoring.
This post attempts to puzzle through the impulse to critique and criticize in literary studies; in particular, it considers a grad-student culture of shame via the newly-created tumblr “englishgradstudentshaming.” What happens when grad students and instructors feel like they “can’t say anything nice about books anymore”?
On emotional labour in Canadian higher ed.
The thinking behind this post began with some of the work done at The Thesis Whisperer– an insightful and immensely readable blog and resource for grad students. Dr. Inger Mewburn’s post about the “chameleon” reaction to criticism got me thinking: how do cultures of scholarship effect the culture of the classroom? Are the two cultures more intimately linked than one might first think? Might the culture of one inhibit the growth of the other?
The title says it all, doesn’t it? February and the blahs. Especially the writing blahs. Blah!