Dear Reader

As a kid, I wanted to be a pediatrician, a florist, or Laura from "Little House on the Prairie." Even upon entering college, I knew for sure that I did NOT want to major in English. Fate, however, has a funny way of intervening and lo and behold, I graduated with an English degree and was qualified for everything and nothing.

The years following graduation were filled with both angst at not knowing what the heck I was supposed to be now that I was supposedly grown up as well as the excitement of having almost all my options still open. Should I go to law school? Graduate school? Work? I took most of the standardized tests out there in anticipation, but eventually went down the education route. (I had become my mother (who was a geography teacher)!)

As it turns out, teaching has been a good fit for me. Being a bit of a do-gooder, it's been important to me that my work has some connection with my belief that we're put here on this earth for more than just consuming resources and acquiring more possessions. Having a captive audience to inflict my views on has been loads of fun. My English 101 class this quarter at EvCC has been an especially accomodating and motivating bunch of students. As willing guinea pigs, they have allowed me to experiment with the class and the methods and materials used in teaching it and only a few have come out scarred for life. Seriously though, it has been a labor of love working with this class and I appreciate all of my students' efforts, despite other family, class, and work committments, in making this an excellent journey in social and literary criticism.

In the following eportfolio blog, please find the four assignments that I have found most exciting, challenging, in need of revision, and just plain fun.

Cheers, Phebe

By Golly, I Think I've Got It!

I want to introduce the assignment that I've been most excited about: the seminar preparation sheets. (A collective groan just went out from my class). Let me explain.

A seminar is a method of discussion which invites all the participants to be responsible for bringing in questions, insights, and points for further discussion with the rest of the group. Once the seminar is in session, groups meet either in smaller groups of about 4-6 people or as a whole class together. Everyone sits so that they can see each other and the discussion begins, wholly fueled by the preparation done ahead of time by responding to the seminar preparation sheets.

The reason why I've been so excited by this assignment is because although I have tried to use seminars in my classes before, the discussions have always felt flat or shallow. Having students really dig into the reading in preparation of the seminar by having them pick out key quotes, write questions, write comments/insights, and typing it all up forces them to dig deeper and creates a much more fruitful discussion. (Much thanks to Jim Harnish at North Seattle CC, who led a workshop on this at our Learning Communities retreat this year. It's made a world of difference!)

I admit, the preparation sheets are a lot of work for both instructors and students and take a lot of thoughtfulness, but that's why they work and that's why they're in this portfolio!

Choice 1: Seminar 1 Preparation Paper

Directions for First Seminar—due Fri., 1/20

Read: The Tipping Point, ch. 7

Plan on reading this chapter twice. Time yourself on how long it will take you to read one page and then multiply by number of pages (approx. 36). This will give you an idea of how much time you should budget for your reading. If you read one page in two minutes, then you will need about an hour, at a minimum, to read through this chapter once.

As you read, you should underline, highlight, note in the margin, or index in a reading journal or on blank pages at the end of the book passages, specific terms, sentences, or paragraphs that strike you as important, interesting, confusing, or simply those you want to share with others in the seminar.

Make a list of new words, names, phrases that you looked up in a dictionary. A good reader will have a dictionary available, and look up several words in each section of reading. (inveigh, 221=to vent or protest)

You should identify major concepts the author uses and how he labels and defines them. What does he mean when he uses phrases such as: permission giving (224, 228), suicide as a subculture (223), contagiousness vs stickiness (234), environmental influence (241)

Your objective is more than just getting through these pages and more than just a passive read to generally familiarize yourself with the topic. Rather your purpose should be to explore this work to see what you can discover or what the author would want you to underline. To do this, you will need to first understand what the author is saying. Why did he write it? Where are the major questions or problems that the author is trying to address stated? Review the whole book, including title and subtitle, acknowledgements, table of contents, chapter titles, index, notes, bibliography, even the back cover! Who is the author? Do a Web search or check the links on Blackboard.

To make the seminar work, you will need to be able to point to specific passages and explain in your own words what they mean and why they are important.

Seminar Preparations Paper—to be typed and turned in:

Make a list of words you needed to look up in a dictionary and be ready to explain them to your seminar.

Prioritize five of the most important passages you underlined, marking them #1, 2, 3, etc.
Then choose two passages from the chapter and copy it out exactly including quote marks and page number. Format this in the Modern Language Association (MLA) in-text citation method using the author’s last name and page number in parenthesis after the quote marks but before the period. For example, “The Tipping Point, blah, blah” (Gladwell 47).

Finally, in a few sentences explain what each of these quotes mean in your own words and why you think they are important.


Helpful Seminar Online Follow-Up Suggestion

After the seminar, over the weekend, continue the conversation on Blackboard in your Group Pages discussion board:

What new insights into the reading did you get in the seminar?
What or who was helpful in the seminar process?
How might you prepare differently for future seminars?
What questions would you pose to the group about the reading now?

Better than a Kick in the Butt with a Cold Boot

One of my big challenges is getting students to interact with the text beyond the ritual, cursory reading often given when they’re assigned something. Analysis is a skill that’s invaluable in any situation; however, it takes a lot of thinking and is often put on the back burner to be done after all the other tasks in life: work, play, sleep, TV, root canal. Sometimes oral surgery does seem preferable to having to analyze writing.

A book that’s helped me tremendously is Writing Analyticallly by Rossenwasser and Stephen. Using a method of inquiry from their book that they’ve aptly named “The Method,” students were able to access and analyze an Ann Sexton poem entitled “Self in 1958.” This poem, written in the 50s, seemed daunting initially. However, with the close analysis that students did using “The Method,” they were able to access the text accurately and to come up with many insightful comments on the themes and strategies of the writer. We had a rousing discussion that impressed the dean, who had come in to do an observation for my tenure review, so thanks guys!

Choice 2: Analysis of "Self in 1958"

Directions for Seminar #3—Due Fri., 1/27

Read: Self in 1958 by Anne Sexton, p. 85-6 in Convergences
This writing assignment uses “The Method” from Writing Analytically

Read the poem by Anne Sexton at least twice and then go through the following exercise. You’ll hand in everything—all three lists, showing your rankings, and the paragraph on one repetition or strand or binary that is especially significant. You do NOT need to type up the word lists, but DO type up your paragraph on the significant one.

Make a list of exact repetitions—identical or nearly identical words or details—and write the number of times each repeats. Consider different forms of the same word (run, ran, running) as exact repetitions.

TIP: Write the word and just make checks or marks next to it; then count how many you have.

Locate strands. These are repetitions of words/images/ideas that can be grouped together. For example, tree, vine, plant, herb could be a strand, or teacher, student, school, education. Be able to explain the strand’s connecting logic, how they link together. Name it.

TIP: There is often more than one way to organize a strand. Do this in the way that is logical to you and relates to the patterns you see in the material.

Locate details or words that suggest binary oppositions or organizing contrasts. For example: open/closed, polite/rude. Binaries need not be opposites—pink/gray or hopeful/exited could be binaries.

TIP: Binary just means two, a meaningful pair of opposites or related-but-different words.

Look through your each of your three lists and rank it in some order of importance. You may have to rename or label some of the strands or binaries. Then make sure to indicate which you take to be the KEY repetition, strand, binary. You might number your list, use starts or colored markers to indicate which ones seem MOST important.

Look over the three lists and CHOOSE ONE repetition, strand, or binary as especially significant or interesting or revealing. Then write a healthy paragraph (1/3 of a page or better) in which you explain the significance of this choice—what is important, what does it reveal, how does it affect your understanding of the text as a whole. Type this part.

If At First You Don't Succeed

Writing essays is one of those necessary evils when taking a composition class. We can have the most invigorating discussions, but when it comes time to work on and do the essay in response to the topic, things just seem to fall a bit flat. There might be several reasons for this, but one duty that the instructor has is to write clear, interesting prompts and guidelines for students to work on. This continues to be a challenge for me and the winner of the “Most likely to be improved” for next quarter.

Our first book, The Tipping Point, by Malcolm Gladwell, was a intriguing account about the concept of social epidemics. I had students write about several different aspects of the book, from responding to the idea that Gladwell’s theory was not all that it was cracked up to be to looking for examples of tipping points in our society. The results were a mixed lot: some students did quite well, but the majority didn’t quite hit the mark. Again, many reasons may account for such results but I went back and examined the essay prompts again to see if further clarifications could be made.

I would definitely refine question 1, especially where I say, “ Explore the ways that he claims his ideas are controversial and give a critique as to whether or not you agree with him.” That’s a pretty confusing statement that I would revise into, “Explain why Gladwell thinks his theory is counterintuitive and give a critique of either his theory or a critique of his detractors. If you are critiquing Gladwell’s theory, make sure to include outside examples demonstrating what you mean. If you are critiquing Gladwell’s detractors, make sure to explain what arguments they would make against him and then carefully de-bunk them.” This will hopefully help to eliminate the essays which basically said, “I agree with Gladwell and here are the examples he gives that I agree with.”

Choice 3: Analytical Essay on The Tipping Point

Analysis of The Tipping Point

“Analysis is a form of detective work that begins not with the views you already have, but with something you are seeking to understand.”—Rossenwasser & Stephen


For the past couple of weeks, we have been reading, discussing, and having seminars on the concepts found in The Tipping Point. In exploring what we’ve noticed, found interesting, strange, or revealing, we may have left many possibilities still to be explored. For your second major writing assignment, you will be asked to come up with an idea about an area of interest that you want to explore and analyze further.

Begin by reading each of the suggested topics carefully. They are merely suggestions and will need to be narrowed down in order to be an effective essay. Then pick the question, or come up with your own topic, that most interests you and spend some time thinking and prewriting on it. We will spend time before the first draft looking at some different methods of exploring text including doing a 10-on-1 or using “The Method” as suggested by Writing Analytically. We will also talk about the difference between evidence and claims, and how to write a strong and tense thesis.

Your final draft should be 4-5 pages in length, typed, on one side of the page only, in a simple 12-point font. Include a heading that has your name, the class, and the date, either on the upper right hand corner or on a separate cover page. Please number your pages and staple or paper clip the final draft together BEFORE you come to class. Response groups meet for your benefit so please respect each others’ time and efforts by having copies of your completed first drafts on the day drafts are exchanged and being present and prepared on the day the group meets.

Due dates:
Draft 1 Wed., 2/1 Bring 5 copies
Response group Thurs., 2/2
Final draft Mon., 2/6

(Any papers revised after the final draft for a better grade must be turned in within a week of receiving the draft back.)

Suggested topics for further analysis:

1. Gladwell says that The Tipping Point is “the biography of an idea” (7) and that although his idea is simple, it is quite counterintuitive. On the other hand, there are others, people in our class included, who feel his ideas are common sense. Explore the ways that he claims that his idea is controversial and give a critique as to whether or not you agree with him. You may want to focus on some specific aspect of the claim such as the idea of context and human nature or the character as fragmented or the relation of crime to the environment.

2. Think about something recently that has tipped and using the lens of the tipping point theory, discuss whether or not it supports or denies the theory. For example, iPods, Lance Armstrong bracelets, etc. In what ways do the rule of the few or law of context, etc., apply or don’t apply? Please don’t use examples that he has used in the book or something that we have discussed more extensively in class like Ebay. You will have to do some background research for this so make sure to include proper citation of sources.

3. Discuss Gladwell’s answer to his critics that the tipping point theory’s method of making small adjustments are just a Band Aid solution to larger social issues. Do you agree with his answer and how might you further defend the theory to critics? On the flip side, you may want to side with the critics in that his solutions do not give long term solutions. In that case, give your reasons for why you feel the tipping point theory is flawed.

4. A topic of your choice. It’s preferable if you discuss it with me first.

Regardless of the topic chosen, evidence from the book should be cited. Direct quotations need to be integrated and cited correctly in the MLA format found in your handbook. A bibliography should be included if outside sources besides The Tipping Point is used. Papers should be written in an academic style. This means that the use of the second person should be avoided and that the first person should be used only in the case of personal example.

Everyone loves a party

One of my final diabolical schemes, which I absolutely enjoyed, was the Slow Foods Gathering that our class did as our collective protest against fast food. Despite the fact that we all had a lot on our plates (pun intended), I thought that it would be a meaningful exercise to make a favorite dish from scratch and bring it in to share with the rest of the class. As usual, there was a mixture of responses. Some students were excited; others whined “But we don’t eat anything at our house.” Despite it all, we prevailed and gathered together on a sunny morning with our offerings.

I was amazed by the dishes that people brought in. There were family recipes several generations old as well as some newly invented ones. Ukrainian crepes and frozen pink jello shared a table together. Pineapple upside down cake, cherry cheesecake, and anisette cookies broke my resolve to not eat sweets during Lent. But it was worth it. The stories about what each dish meant to the person, their family, or culture really just brought home the fact that food is so central to our beings and that we shouldn’t squander our lives away on fast food only. We had such an abundance that we asked strangers to come in and share in the wealth.

Choice 4: Slow Foods Gathering

Slow Foods at EvCC

The act of gathering at the table together to dine is a powerful one; it speaks of community and sustenance, both physical and spiritual. As we’ve read and discussed FFN, I have been profoundly disturbed at the hegemony of the fast food principles which seem to be insinuating themselves into every aspect of our lives. And even more disturbing is this feeling of helplessness over what can be done. So in protest, I say we eat and eat well. Let’s break bread together in defiance of the McDonald’s and Pizza Huts out there and have our own gathering of Slow Foods.

For this gathering, please prepare one dish from scratch. This should be a dish that is significant to your own family or culture in some way. It could be something as simple as Grandma Hornby’s shortcake recipe or something as elaborate as Aunt Bertha’s wild boar mushroom stroganoff which only makes a grand appearance once a year at Thanksgiving. Whatever the dish is, it should have some meaning beyond just food. On Slow Foods day, each of us will tell the story of our dish before inviting others to partake of it. We will gather, tell stories, and then eat the creations. In anticipation of our Slow Foods gathering, give some thought as to what dish would be both enjoyable and significant for you to make and share with the class. If you somehow manage to get your family member to make it for you, that’s ok as long as you’re present during the process. You will definitely need to plan ahead to get the recipe (if you don’t already have it), buy the ingredients, prepare the food, and transport it to us.

You will also be telling us the recipe for the dish as well as the story/experience of making it for our class on your final blog of the quarter. The blog should include a photo of the dish, possibly with people enjoying it. (I’d like to ask people with digital cameras to bring them on Friday and if you don’t have one, ask one of the others to photograph your dish for you.) It should then have the actual recipe, including the story of its significance to your family, whose recipe is it, etc. Finally, your blog should include your experience of doing this project for class, including the final slow foods gathering. I anticipate that it’s going to be time-consuming, and in some ways, that’s part of the point of doing this. Include the difficulties and frustrations of getting the recipe, making it, bringing it, etc. But also include reflections on seeing, hearing, and eating with your family as well as your classmates.

Our Slow Foods gathering will be Friday, Mar. 10. The final blog including the reflection of the gathering will be due by midnight, Sun., Mar 12.

The Last Word!

All in all, this has been an exceptional class. Many a morning I’ve come to class, dreading the day, but leaving instead challenged and invigorated by the discussion and the insights of the class. The experimentation with seminars, blogs, new texts, new assignments has amounted to a lot of extra time and effort trying to get things ready before the next class meets, but it’s definitely paid off. Thank you to my 101 class for being such great guinea pigs and good luck on the rest of your journey. Don’t forget the little people when you become rich and famous.