Posts Tagged ‘interview’

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Interview with Rattapallax Editor and Filmmaker, Ram Devineni

posted: 5.12.09 by archived

Ram Devineni is the founder and editor of Rattapallax magazine, a literary journal dedicated to publishing poetry from around the world. Devineni, also a filmmaker, co-founded the film school Academia Internacional de Cinema in São Paulo and recently co-produced Amir Naderi’s Vegas: Based on a True Story, which premiered at the 2008 Venice Film Festival and showed in competition in the 2009 Tribeca Film Festival. For the 2009 PEN World Voices Literary Festival, Devineni curated a panel on literary short films and documentaries.

The Teaching Poetry blog asked Ram a few questions about his work with poetry and film.

Teaching Poetry: Tell us about your documentary on Ginsberg.

Ram Devineni: Ginsberg’s Karma is a thirty-minute documentary about the American Beat poet Allen Ginsberg. It follows his mythical journey to India in the early 1960s that transformed his perspective on life and his work. Poet Bob Holman, director of the Bowery Poetry Club in New York, traces the two years Ginsberg spent in India by visiting the places where he stayed and talking with the people he met and influenced, as well as intimate interviews with Beat poets and friends. Bob and I make appearances in it, too. [read more]

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Categories: Joelle Hann (moderator), Literature, Popular Culture, Teaching with Technology
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New to Basic Writing? Dr. Ribble's Advice

posted: 8.13.07 by archived

Teaching Basic Writing is challenging and rewarding. Taking on a Basic Writing class with little to no background can be overwhelming. Since many adjuncts are hired at the last minute, and many Basic Writing classes are staffed by adjuncts, it follows that a number of Basic Writing classes are staffed by adjuncts new to teaching or to teaching Basic Writing.

To offer some insight and experienced advice, I turned to Marcia Ribble of the University of Cincinnati. Her experience as an adjunct and long-term Basic Writing instructor yielded some great advice.

What are the most common issues adjuncts new to Basic Writing face when preparing for their classes?

The most important issue new Basic Writing adjuncts face is often derived from a lack of knowledge about basic writing and basic writing students. Because of this lack of knowledge they often grasp onto basic writing textbooks that are focused on sentence, grammar, paragraph levels like Grassroots, or those that simplify writing to the Five Paragraph Essay level, or those that focus on literature essays for students who desperately need to learn business writing for their jobs.

Some schools do a good job of introducing new adjuncts to the field, while others just hand them a textbook, a couple of sample syllabi, and a list of the semester’s dates. The students I worked with had taken a course in teaching basic writing, and shadowed me for several semesters before they were placed in a classroom on their own. They had a strong support system and tended to do very well as teachers. I’ve been in other situations where the support was less useful or even absent entirely, with teachers left to figure it out themselves.

The uncertainty about what to do and how to do it is the biggest problem most new adjuncts face. As the National Writing Project discovered about high school teaching of writing, faculty can usually teach better if they are active writers themselves and have a better notion of problems writers face on a day-to-day basis.

I’d suggest that folks read Derek Bok’s new book Our Underachieving Colleges for a solid understanding of why teaching writing is challenging. They might also read Victor Villanueva’s book Cross-Talk in Comp Theory, Mina Shaughnessy’s Errors and Expectations, and David Bartholomae’s The Tidy House. Villanueva’s book will help them understand that there is no single “right” way to teach basic writing with plenty of disagreements. Shaughnessy’s will help them to understand that not being a great writer as a basic writer doesn’t necessarily mean they aren’t going to become strong, capable writers. Bartholomae’s personal story about his introduction and struggles with basic writing and basic writers will increase their patience with themselves as teachers.

Basic Writing classes often generate a lot of paperwork that requires time, attention, and feedback. How would you advise staying on top of the work without foregoing sleep for weeks?

When I was in graduate school at the University of Utah, Dean Rehberger advised me to focus on helping the writer to resolve only one problem at a time, cutting down a lot on the tendency to mark every error. If folks are going to take this advice they need to explain this approach to students, so they won’t be as shocked when they correct problem A, only to have their teacher bring up problem B. I try to focus on that one problem which, if it were resolved would cut the error rate for that student down to the point where their paper will receive a better reception, or which they will need to go to the Writing Center for help with (a good decision when the problem is one that’s likely to be relatively permanent such as missing articles in the writing of some students who are English as a Second Language learners), or when the problem is one that learning just one strategy is likely to cure. Note that I don’t always follow that advice myself, but it’s good advice.

The second part of my response here is to understand that new Basic Writing faculty need to take care of themselves in order to respond well to student writing. When I was a part-time freeway flyer, I learned that I had to go out on Saturday evening to listen for three hours to live jazz played in a funky bar with an upside down Christmas tree hanging from the ceiling. Listening to jazz gave me enough energy to grade papers from the 6 or 7 classes I was teaching each term (18-20 a year).

In your experience, what kind of assignments do you think generate the greatest student interest?

Over the years I’ve been teaching writing, students have liked best those assignments that allowed them to focus in on something they cared about. Under those conditions, many of them devoted hours to conducting solid research, wrote significantly longer papers, and maintained better attendance. So my answer is inquiry with lots of input from the teacher to help students avoid the generic paper on any frequently addressed topic. For example, one of my students started out thinking that he wanted to write about the use of steroids in sports (he played football). I asked him about the battle of Marathon in Greece. His final draft was an incredibly interesting paper on the origination of the Olympics following that battle, and the runner who brought the results by running 26 miles and then died of exhaustion. This can be fun for both teacher and student.

To the adjunct who has never taught Basic Writing before, what are the three things that you think they need to know about their students?

That always depends on who the students are and where they’re located. But a commonality, across all the many different demographics and locations I’ve taught, is that many students are giving their hearts and souls to succeed. I’ve had students come to class after miscarrying, after signing divorce papers that morning, after losing a 15-year-old friend who was shot the night before, after throwing up blood in the bathroom from a bleeding ulcer. I’ve had students in ankle tethers who come to class from jail, and some who can’t read, but think we can perform miracles. Some are terrified that you will confirm their feeling that if they weren’t stupid they should have been able to write as easily as others seem, to them, to write. Here I’d suggest the wonderful Richard Haswell and Min-Zahn Lu book COMPTales for the stories of other writing teachers. If you believe in your students, and they believe that you are on their side, they’ll do more and better than you could believe might be possible given their histories in school.

What do you say to the adjunct who has the impression that teaching Basic Writing is less scholarly/ prestigious than teaching college-level composition or English Literature?

Teaching Basic Writing requires greater professional knowledge and depth of commitment and compassion and understanding of how writing works for many different kinds of brains. We need to know that if the pedagogies used in the entire K-12 years of grade, middle, and high school haven’t worked for our students, they may need a pedagogy that hasn’t been tried yet, and it’s up to us to figure out what that pedagogy might be. One size doesn’t fit all in teaching writing. Most of the faculty I am working with today to teach Basic Writing have twenty or more years of experience and choose Basic Writing as their primary preference in teaching. We aren’t frustrated English Lit folks, but men and women who’ve made working with basic writers our main passion in life. And many of us are poets, fiction or nonfiction writers ourselves. For me, my first exposures to basic writers forced me back to grad school to learn more about the students, the pedagogies, and the theories.

I had encountered a student and was told that Basic Writing students seldom write more than a couple of paragraphs. I gave my students a story frame to write about. This student first turned in 7 typed, single-spaced pages of a story that was totally unique and incredibly complex, but asked if he could finish it. The finished story was 15 typed, single-spaced pages of a story that controlled plot, voice, language, psychological depth, character development, etc. at a professional writer’s level, but was loaded cheek by jowl with spelling and grammar errors. I had to find a way to explain extraordinary writer/ basic writer in one person. He wasn’t an anomoly, just a young man with learning disabilities. Awesome experience!


It is the middle of the term. The Basic Writing course seems to be going fine. What do you think the new Basic Writing teacher needs to remember while the seas are calm?

Spend the extra time reading about Basic Writing, and use some of it for tasks that they won’t have time for later to ease their lives. Precooked and frozen reheatable real meals can be a godsend when even stopping at the grocery store on the way home is too much to handle. I cook big batches of chili, spaghetti, etc. that tend to taste just as good thawed and heated.

We also use that time at UC to schedule whole days for one-on-one student conferences that our research shows our students love. Each of my students gets a 1/2 hour conference, although some faculty have four students in at a time which would work better when there are larger class sizes, or more
classes.

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Categories: Adjunct Advice, Basic Writing, Gregory Zobel, Professional Development & Service, Teaching Advice
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Section Intro: Jobs

posted: 6.1.07 by archived

Most adjuncts want full-time work; there are few adjuncts who would turn down offers for tenure track. Tenure offers those aspects adjuncts most desire: job security, benefits and insurance, reasonable pay, and support for research. Given the current volume of graduate degrees being produced, the shrinking tenure system, and current corporatization of universities, there are more, not less, adjuncts. In short, this means we are competing with one another for work. However, if we are able to make the interview and hiring process as transparent as possible for the various institutions (two year, four year, and R1), it is likely we, as a pool, will not only be better prepared for our applications and interviews, tenure review and careers, but also that we can and will apply to the appropriate schools to which we are best suited.

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Categories: Adjunct Advice, Gregory Zobel
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