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Date:         Tue, 29 Dec 1992 08:23:27 -0700
From:         "David E. Schwalm" <IACDES@ASUACAD.BITNET>
Subject:      RE: Standardizing Composition Classes

Ron Adams is right when he says it is tricky to get "the right balance between
standardization and enough freedom to satisfy the faculty." Ron notes that at
Kalamazoo Valley CC "the specific assignments--type, length, etc.--are left up
to the individual." This is where I have gotten the most heat with regard to
our standard syllabus. We use Rose and Kiniry's "Critical Strategies" as the
main textbook in our 101 course, and instructors are obliged to use writing
assignments from the text (or assignments modeled on assignments in the text).
The reason that I've done this is to attempt to ensure that there is some
uniformity in the degree of difficulty of the writing assignments across
sections. There are lots of assignments in the text, some are harder than
others, but all meet the minimum requirements implicit in the course goals.
That is, students must be required to do something with ideas and information
derived from reading college level materials, usually academic prose. In the
writing, students must demonstrate that they have read and understood the
materials. (Sample: the text includes a passage from a social psychologist
describing and exemplifying four stages of culture shock for immigrants to a
new country. It is followed by autobiograpical narratives written by
immigrants describing their experiences in a new culture. The assignment
either to analyze the narratives in terms of the theory of culture shock or to
use the narratives to test the adequacy of the theory.) This is fairly typical
of the assigments in our 101 course. Assignments of this sort are not easy to
develop, yet they are critical to the goals of our course. If we simply
proposed that students in our course had to write an analytical essay, we
might get a few students doing something like the Rose and Kiniry assignment,
more doing analyses of poems (usually without an explicit analytical
framework--such as the stages of culture shock), and more still "breaking
something down into its parts." If an instructor can come up with a set of
readings that produces an R & K type assigment, he or she is free to use it
(but too much of that is murder on our copying budget). The goals of our
program are very closely tied to the type and length of the writing
assignments, especially our emphasis on reading-based writing. (An interesting
aside on the R & K assignments: students are a little unhappy with them at
first because they are "hard" and they aren't "fun," but they do recognize
them soon as genuine academic writing assignments and come to respect them.
They cannot BS their way through such assignments.) Speaking of BS, this has
gone on long enough.

-- David E. Schwalm, Assoc. Provost for Academic Programs
___Arizona State University West
___4701 West Thunderbird Rd.
___Phoenix, AZ 85069-7100___(602) 543-4500
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Date:         Wed, 30 Dec 1992 10:39:51 -0500
From:         ENGMYLES@UBVMS.BITNET
Subject:      Re: Standardizing

David's note to Raul suggests that we train TAs (I will accept any substitute
for the word "train" anyone wants, including "confuse") either just before
and/or during their first experience as teachers.  May I suggest the medical
internship model?  First they learn what they are going to do and then they
get trials at doing it under very close supervision.  We take undergraduates
and put them into clinical practice with only marginal supervision, and almost
none of that in the actual work situation, and expect th;em to cure more than
they kill.  It is an unreasonable expectation.
Myles
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Date:         Tue, 29 Dec 1992 12:15:00 CST
From:         SLATIN@UTXVM.BITNET
Subject:      Re: Standard English

Interesting equation between structure and confinement, Dave.  Marianne Moore
talks about freedom arising from being made captive by supreme belief, and I
once wrote a long piece or two about the way she works within and against the
self-imposed limits of her chosen form; I even participated rather actively in
the committee that tried to create a common syllabus for new instructors of E
306 at UT a couple of years ago (note, please, that the common syllabus would
have been required only of first-time instructors; from that point on there'd
have been opportunity for alternatives, though we weren't allowed to get far
enough to work out the procedure for that).

I think a case can be made for setting up a relatively rigid structure under
certain circumstances, like those that obtained at UT in 89-90 for example, or
those that obtain now at ASU; but I think a case might also be made for doing
something quite different and much harder, along the lines of the posting from
Kalamazoo (sorry, I've forgotten the name of the person who posted that
message).  And I see no reason not to involve graduate students deeply in that
process-- if they don't know enough to participate usefully at the beginning,
they'll surely learn (it's what they're doing in school, after all).

John Slatin
UT Austin
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Date:         Sat, 2 Jan 1993 20:15:09 CST
From:         Irvin Peckham <peckham@CWIS.UNOMAHA.EDU>
Subject:      Re: Forum 3.0 Is Ready to Go!

Bob:
I'm assuming from context that Forum 3.0 is Mac only.  Is
that right?
Irv
--
Irvin Peckham
University of Nebraska at Omaha
peckham@unomaha.edu
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Date:         Sat, 26 Dec 1992 22:45:32 CST
From:         Bob Boston <S2.RSB@ISUMVS.IASTATE.EDU>
Subject:      Forum 3.0 Is Ready to Go!

Megabuddies, Forum 3.0 is now available for beta testing. New features are

*  User name is no longer computer name. The student now enters his/her own
   name and can enter a pseudonym as well. (The old version allowed a
   pseudonym, but registered the name of the Mac as the student's name-- a
   holdover from our old Mac Pluses with individually owned startup disks.)

*  Automatic reading of new messages when not writing. This was a feature of
   version 1.x, but the program was too slow to let it work. A little more
   speed seems to make it feasible.  Your tests will determine whether it is
   truly feasible.

*  Forum can now use normal TEXT files as prompts. You do not have to create
   new files with Forum Admin.

*  You can compile statistics on student participation in chronological order
   and in student order as well.

*  You can compile Stats files whenever you wish, tracking student
   participation daily, weekly, and during the entire academic term.

As always, beta testers get the program for $0, and everyone else must pay
exactly twice that amount. I don't have an ftp site right now, so we'll have
to use snail mail.  Send me one 800K disk, and I'll mail it back to you with
the program and the documentation.

Bob Boston
English Department
203 Ross Hall
Iowa State University
Ames, IA 50011
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Date:         Thu, 31 Dec 1992 10:05:00 CST
From:         SLATIN@UTXVM.BITNET
Subject:      Re: Standardizing Composition Cl

Eric, I don't think we "steal" from our students by making explicit the rules
and assumptions by which we and they operate.  Another aspect of Zuboff's
findings is that, in introducing information technology into the work
environment, organizations are forced to "textualize" their knowledge (not
just the explicit stuff, but the implicit stuff as well) to make it available
to and from the computer, and that, in the process, relationships among people
change because their relationship(s) to knowledge change(s).  One result, as
I've argued in a recent essay, is to engender among all participants
(instructors as well as students) a degree of "meta-knowledge" (knowledge of
themselves as participants in an on-going conversation whose purpose is to
construct the knowledge "produced" by the course); that meta-knowledge in turn
plays a significant part, I think, in heightening participants' awareness of
and ability to construct relationships among various components of the course
material. At the same time, it generates some of the informal collaboration
we've been describing here as characteristic of "outside"-class behavior.
Hence my interest in WIOLE.

John Slatin
UT Austin
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Date:         Mon, 21 Dec 1992 05:34:26 -1000
From:         James Shimabukuro <JAMESS@UHUNIX.BITNET>
Subject:      Re: Standard English

On Fri, 18 Dec 1992 LHAMPLYONS@CUDNVR.DENVER.COLORADO.EDU wrote:

> The survey at the U of Michigan in ?1988 showed that
> decisively for that context.

More on the survey, please.

Jim S.
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Date:         Tue, 22 Dec 1992 10:38:19 -0600
From:         LHAMPLYONS@CUDNVR.DENVER.COLORADO.EDU
Subject:      Re: Happy Holidays!

Happy Holidays to you/us all.  Let's pray for a more peaceful world in 93.
Liz Hamp_Lyons
English/Applied Language
University of Colorado, Denver
LHAMPLYONS@cudnvr.denver.colorado.edu
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Date:         Fri, 1 Jan 1993 22:11:10 -0700
From:         "David E. Schwalm" <IACDES@ASUACAD.BITNET>
Subject:      Re: Standardizing Composition Cl

Everybody that has a desk at ASU West is on e-mail. And we are looking for a
system that will provide e-mail for students too (Karen's program at MCCD is a
good candidate for us). If all of your technology seems to be migrating to the
sciences, get to work with your librarian. The trick is to get your technology
people to recognize the role computers paly in access to information, not just
in various kinds of operations.

-- David E. Schwalm, Assoc. Provost for Academic Programs
___Arizona State University West
___4701 West Thunderbird Rd.
___Phoenix, AZ 85069-7100___(602) 543-4500
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Date:         Tue, 29 Dec 1992 22:30:04 -0700
From:         "David E. Schwalm" <IACDES@ASUACAD.BITNET>
Subject:      Re: Standardizing

Raul, I TRY (and do not always succeed) to model group activities in the TA
orientation (intensive week before the semester starts) and in the subsequent
TA seminar. I try to show how virtually everything that can be done in class
(and out to some extent) can be done in groups. I try to make the case for
group activities by having TAs engage in them and then to reflect on what
happened.

-- David E. Schwalm, Assoc. Provost for Academic Programs
___Arizona State University West
___4701 West Thunderbird Rd.
___Phoenix, AZ 85069-7100___(602) 543-4500
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Date:         Thu, 31 Dec 1992 12:05:44 -0700
From:         "David E. Schwalm" <IACDES@ASUACAD.BITNET>
Subject:      Re: High school/college comp cou

The most effective linkage between high school and colleges WRT writing has
been the National Writing Project, which has well over 100 sites all over the
country. There was a site in Austin, but it was run out of the Education
department or unit. In Texas there were sites in Austin, Lubbock, El Paso,
Commerce/Tyler, Dallas/Fort Worth, San Antonio, and Houston. I think the
Austin site went belly up when the director (Susan H...can't remember the last
name) was denied tenure. We have three National Writing Project sites in
Arizona, and all three function without recognition and without much support
from the English departments in their universities. The Greater Phoenix Area
Writing Project has been operating at ASU for almost 15 years, and most of my
colleagues don't even know that it exists. I started the NWP site in El Paso
in 83 and ran it for three years with minimal support from the department. If
you hear just a hint of bitterness, you hear accurately. Many NWP sites are in
education colleges or departments because of massive disinterest in English
departments. And most that are in English departments receive little support
or recognition. It's pedagogy and the site is always run by those English ed
or rhet/comp types. The GPAWP (pronounced ga-pop) is viewed around here as
"Bob Shafer's thing." Grrrrr.

-- David E. Schwalm, Assoc. Provost for Academic Programs
___Arizona State University West
___4701 West Thunderbird Rd.
___Phoenix, AZ 85069-7100___(602) 543-4500
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Date:         Wed, 23 Dec 1992 22:26:07 CST
From:         Irvin Peckham <peckham@CWIS.UNOMAHA.EDU>
Subject:      Re: Standard English
              92 5:32 pm

Marcy:
I think contradictory things about conferences/tutorials.  Still
don't know where I stand.  I know that students will gain from
the kind of close reading/tutorial you describe.  I also know
they will get more from me if I have the time to really sit
down with them an go over each paper in this fashion.  But
institutionally, such a scheme is unworkable.  Maybe its
unworkability convinced me it might not even be desirable.
  At any rate, I no longer hold conferences.  I found myself
pressed for time and telling my students what to write--not
a good way to do it, I know.  Maybe I'm just accepting a
fallen world.  At any rate, I now push my students to learn
how to help each other.  I remember (as I am sure all of us
do) that when I learned most was when I taught.
Irv
--
Irvin Peckham
University of Nebraska at Omaha
peckham@unomaha.edu
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Date:         Tue, 22 Dec 1992 04:33:13 CST
From:         John Grant Moen <jgm1@MIDWAY.UCHICAGO.EDU>
Subject:      Residencies & Research

In Re Josh Goldstein's 12 Dec 92 comments on MDPHD-L....

Yes, Virginia, there are residencies that expect/require you to do research.
Specifically, I know of several general surgery programs and *most* neurosurg
programs that require at least one year of research.  This is part of the
reason for the off-putting large # of yrs that neurosurg residencies have
grown to (7 yrs, often 8 !!).  The programs of which I speak are, of course,
more on the side of "high-powered" academic programs, whatever that means.
I'm sure there are similar trends in other specialties --- I'm just speaking
to personal experience with people I've talked to.

Ironically, to many of the residents in these programs, the research can
be a "nuisance," i.e. one more year delaying their entry into private
practice, although they *do* appreciate the more humane scheduling and
different set of pressures impinging on them for that year or two.

cheers,

--john moen (j-moen@uchicago.edu)
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Date:         Thu, 24 Dec 1992 09:09:20 CST
From:         John Grant Moen <jgm1@MIDWAY.UCHICAGO.EDU>
Subject:      Length of program, $$, etc.

Happy holidays, all MD/PhD's and interested observers!

A brief question for your holiday or vacation perusal.... I'd be interested
to know what other dual degree folks have experienced in terms of variations
in funding for their 2 doctoral degrees, and variations in length of program
and institutional tolerance or flexibility with respect to said variations.
To get us started.....

*  most biomedical sci. MD/PhD's get generous, though contractually
   obligated support for their medical *and* graduate studies....what
   kind of issues arise with regard to this type of "Ulysses contract"?

*  by contrast, almost all non-traditional MD/PhD's (outside biol. sci.)
   get grad school support but rarely have med school tuition paid for?
   Does this resonate with your experience?  Is it fair?  Should there
   be more "MSTP"-type support for a limited # of students in such areas?

I welcome any input or response, on MDPHD-L or at:  j-moen@uchicago.edu

may peace, hope, love, and joy be yours !!

--john moen
  (philosophy of science, U. Chicago)
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Organization: The American University - University Computing Center
Date: Thu, 31 Dec 1992 09:38:04 EST
From: Jim McIntosh <jim@american.edu>
Newsgroups: bit.admin
Subject: Gateway for bit.listserv.free-l Operational


At the request of the listowner, this gateway has been established.

FREE-L@INDYCMS is now available in Usenet newsgroup bit.listserv.free-l.

FREE-L is for discussion on Fathers's Rights and Equality.

For your newsgroups file:
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Organization: The American University - University Computing Center
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At the request of the listowner, this gateway has been established.

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Xref: sparky bit.admin:254 news.answers:4854
From: Jim@bepcp.UUCP
Newsgroups: nj.misc
Subject: Re: Candles by the driveway
Date: Mon, 28 Dec 92 11:05:39 EST

Re: Re: Candles in every window
By: shagan #0 @gandalf.rutgers.edu (Susan R. Hagan) USEnet      
 
> On Christmas eve, go out for a drive and you may see many houses
> that have their front walks lined with candles.  They take white paper
> bags, fill them about 3-4 inches with sand, then put a candle in each
> one.  They line their front walks with these, kind of like landing
> lights.
> These are called Luminiares, which is properly pronounced lum-in-yares,
> but the locals call them Luminaries.  Its a french word with means
> lights or something like that.  There is a religious significance
> to them, but I don't know what it is.  Some people say that they
> are Santa's landing lights - but I think thats a joke.
> Anyway, when my dad gets home from work, I'll ask him - he knows.

Luminiares became popular during the Iran Hostage crisis.  The first memory I
have of them was during the oil shortages in the 70's.  

- Jim

The views expressed are the author's only,          email   : @bowker.com
and not those of Reed Reference Publishing, Inc.          ...!uupsi!bepcp
                                                     FidoNet : 1:2605/705
From: shagan@gandalf.rutgers.edu (Susan R. Hagan)
Newsgroups: nj.misc
Subject: Re: Candles by the driveway
Date: 3 Jan 93 23:04:12 GMT
Organization: Rutgers Univ., New Brunswick, N.J.

Jim@bepcp.UUCP writes:

>Re: Re: Candles in every window
>By: shagan #0 @gandalf.rutgers.edu (Susan R. Hagan) USEnet      

>> to them, but I don't know what it is.  Some people say that they
>> are Santa's landing lights - but I think thats a joke.
>> Anyway, when my dad gets home from work, I'll ask him - he knows.

>Luminiares became popular during the Iran Hostage crisis.  The first memory I
>have of them was during the oil shortages in the 70's.  


They became popular in my area - North Hunterdon County - about 5 years
ago.  

I asked my dad what they mean and it turns out that he doesn't know.  He
just thinks they're pretty.

-- 
Susan R. Hagan (shagan@gandalf.rutgers.edu) 
Publications Coordinator - User Services
Rutgers University Computing Services
From: lcrew@andromeda.rutgers.edu (Louie Crew)
Newsgroups: nj.misc
Subject: Zip Code Data File NJ?
Date: 22 Dec 92 15:53:32 GMT
Reply-To: <lcrew@andromeda.rutgers.edu>
Organization: Rutgers Univ., New Brunswick, N.J.


Does anyone know a source for an electronic copy of the Post Office's zip code
directory for the state of New Jersey?   

Thanks.


-- 
  ==========================================================================
  Louie Crew, Academic Foundations Department, Rutgers University, NWK 07102
  lcrew@andromeda.rutgers.edu                                   201-485-4503
                   Preferred:  P. O. Box 30, Newark, NJ 07101
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