Take a Poll and Tell Me About You and Television?

I usually get to work before my colleague David Farley, and it’s become our habit that he stops at my office door and we talk about something related to writing, teaching, or family. This job we have teaching First Year Composition has carried me into digital writing, and David and I are often talking about digital texts in relation to the teaching of writing. I’m interested in the future of books, and I’m interested in how our internet habits will impact our reading, writing, and thinking. One day, David went over into his office and came back with Lawrence Lessig’s Remix: Making Art and Commerce Thrive in the Hybrid Economy. Wikipedia (I’m getting more obsessed with it) tells me that Lessig “is a director of the Edmond J. Safra Foundation Center for Ethics at Harvard University and a professor of law at Harvard Law School.”

Lawrence Lessig’s Remix

Here’s something I wouldn’t mind hearing about from you in the comments section: Have your television watching habits changed? In this book, Lessig writes about Read Only (R.O.) and Read Write (R.W.) culture. Taking television as an example, I think it’s been R.O. By that, I mean you just sit there and watch it. You consume it. You don’t interact with it. Reading a Facebook post isn’t like that. Reading a Twitter feed isn’t like that. You get to Tweet back. You get to interact.

Television watching, from what I can see, is becoming more interactive. You can vote for your favorite American Idol. You can Tweet along with everyone else as they watch the NCAA basketball tournament. You can read what people say about President Obama and Presidential hopeful Romney on Facebook.  As I understand from Lessig, back when people went down to the town square to see entertainment, they were in a culture that tended toward R.W. They were entertained and had a chance to interact, to sing along, to talk with others, and to go home and try out the songs on their front porch.

With the rise of television and newspapers, R.W. went on the decline. People just consumed content with little or no chance to interact. Now with Twitter, YouTube, Facebook, and other social platforms such as blogs, R.W. is on the rise. People read Harry Potter and go see the movies and then they write on fan fiction sites. All of these features of consuming and interacting seem significant to the craft of teaching and what it will mean to get an education.

Let’s consider for a second the teacher’s lecture.  Possibly BORING!!!! and most times heavy on the R.O. side of consumption.   I’d like to be as R.W. as I can when it comes to my teaching pedagogy. Perhaps I’m using the term wrong but for now, I know what I mean.  :)

More on Lessig’s book and some Golden Lines in the coming posts. There’s a poll below for you and if you’d like to elaborate on your TV watching habits, I hope you’ll add them to the comments section.

A Letter to the Writers in my Summer Composition Course

Hello Everyone!

One of the biggest problems for students in my online classes is that they fail to READ CAREFULLY. The world bombards us with texts, and we are getting used to always skimming. I’m guilty too!  Take the time to read this letter, the syllabus, and watch the tutorial videos on the course website. None of the videos is over 10 minutes long.  That’s a much shorter lecture than many of you are used to.  :)

I’m writing you because you are currently enrolled in the Summer I writing course I am teaching. In order to take this class, you will need a willingness to try new things, have regular access to the internet, and the desire to keep up with your work and stay in communication with me. This course will be over before you know it! Time flies in summer writing.

As you’ll soon see, I believe college is a place to try new things, to stretch yourself intellectually, and to get out of your comfort zone. Why just jump through the same old academic hoops you’ve been jumping through for years? You’ll do most of your work on a WordPress blog this semester, and I have some experiments planned when it comes to Facebook and Twitter. I realize some of you might have good reasons you object to social media, and if that’s you, just be in touch with me as the course moves along.

William Torgerson Writing Teaching College Composition

The Course Webpage / Click on Pic to Check it Out

You should know that just about everyone in the class thinks they aren’t a very good writer and is embarrassed to have others read their work. If that’s not you, please be sensitive to your classmates’ fears!  Once you start reading each other’s work, you’ll see we all have our strengths and weaknesses.  I really admire those of you who are writing in English as a second language. That is so much work, and I admire your intellectual ambition! Writing is something that happens in process.  We can write a bad first draft just to have something to work with and then we can go about making it better. You’ll be graded on keeping up with the work and the work you do to make the draft better as the class goes along.  You will not be graded on the quality of your first drafts.

I’m attaching the syllabus.  You can print it out and read over it, but it is also available online. I’ll give you the course website at the end of this email. The syllabus is going to look very long.  Don’t be afraid!  I think it is long because I explain what you need to do in great detail.  I hope you’ll find everything explained clearly.

This is important: Once you are on the course website, you will occasionally need a password.

(Password Information section removed)

I used to be a basketball coach, but I was converted to writer by some life experiences I had in the way of meeting people and reading texts that changed my life. Watch out. The reading and writing you do may change your life. Be on the lookout for that.

The course begins on Tuesday, May 29. I’ll respond to any email questions you have before then, but I’ll respond to your work the day or two after it is due. Like you, I’m pretty tired out from the year and getting this course ready for you all.

If any of you are in places where YouTube is blocked, you won’t be able to access some of the tutorial videos. If that’s the case, you and I can write back and forth if you have trouble setting up your work.

The course website is below.  I look forward to meeting you through the work of this course!



College Ready Writing With Dr. Lee Skallerup

Just what the heck is a bad female academic?  It’s what Dr. Lee Skallerup (sometimes) calls herself.  She’s also a mother with a PhD in Comparative Literature who writes about peer driven learning, teaching composition, and other issues related to higher education.  I’d be more apt to call her “Super Woman.”  Lee also co-founded a regular Wednesday night TweetChat where writing teachers come together via the hashtag #FYCCHAT.  It’s on Wednesday nights at nine o’clock if you’d ever like to check it out.   Lee recently joined me for a podcast discussion and also took the time to answer some of my questions about her teaching and writing process.  You can also access the podcast on iTunes by searching for “digital book club.”  My questions for Lee are given in italics and her answers follow.

Can you take me through the highlights of the writing of your
“Peer Driven Learning: Success!” post?  To what degree did you take
notes throughout the semester?  What’s different about writing a
reflection as opposed to the other sorts of posts you write?

I knew that as soon I started blogging about my peer-driven learning
experience (see an archive of the posts here:
that I would have to/want to write a post that looked back on the
entire process at the end of the semester. One of the things about
keeping a running blog/commentary during the semester, it showed me how
much the term ebbed and flowed and how things changed and evolved as
we worked through the uncertain process. I hoped that the title of the
post would be “Success!” but there were points in the semester where I
wasn’t sure. I don’t take written notes during the semester, instead
relying on mental notes and distinct memories both good and bad. I
have to say that the class did leave some pretty distinct impressions
on me, so it was easy to call on those impressions while writing.
Reflections, for me, are much easier to write (in fact, one could
argue that almost all my posts are reflections) because I’m free to
record my thoughts and impressions as they come to me, rather than
have a thesis, evidence, etc, etc, etc. I think that blogging lends
itself quite well to reflection-type writing.

What’s the usual way that an idea comes to you for a post and
are there any that you can remember that came about in a way that
stands out to you as different?

Sometimes I have my posts planned out in advance, sometimes I have an
incomplete idea that I write down and I think about it until the idea
comes together for a post. Other times, I’ll read something or
something will happen that makes me want to write about it
immediately. But possibly the biggest exception to that was my series
of Bad Female Academic posts
that I wrote over the summer. I had been reading and thinking about
the intersection of class, gender, and professional expectations from
higher education and I suddenly got this idea of exploring all the
ways I (and, from the reaction I got from the posts, many, many
others) don’t seem to fit into the higher education mold. I try not
to write out of a place of anger (but I will write from a place of
frustration) and these posts were my way of working through that
anger, that feeling of not fitting in. They were the most fun,
frustrating, liberating, and ultimately rewarding posts that I wrote
and they really helped me to try new things and write about tough
issues on my blog. It also really solidified a virtual community for
me. I’m still getting emails from academics and PhDs for whom the
posts resonate. It’s really been a great thing and I’m glad that I took
the chance to write them,

What sort of things might you say to a blogger
about writing?  The same stuff as you’d say to a writing student about
an essay?

How I write is a little odd. It’s left over from the bad, bad habits I
had a student, which was to write everything at the last minute, which
means I’m really good at “word vomit,” I write fast and I write a lot.
But, I do spend an awful lot of time preparing to write and thinking
about what I am going to write. I read, a lot. This is so important
for students to remember; often they have trouble writing because they
have nothing to say. Reading a lot helps with that. Then, I think. I
tweet out ideas, see what the response is. When I was an undergrad and
a graduate student, I was a terrible insomniac, so I would lie awake
at night basically writing my essays. Now, I start to write once I
have an idea of where I want to go in the post and I just let the
writing take me where it wants to go. More often than not, I have an
epiphany part-way through the post and it’s a fantastic revelation
(for me, in any case). This will often happen when I’m writing papers
now, too. I am, however, absolutely horrible at proofreading my own
work. It’s one skill that I try really hard to teach my students
because it’s so valuable and it’s also really difficult.

Do you think of yourself as a writer?   To any degree you are writing well, how would you say you learned to do it?

I think of myself as an efficient writer; I write fast and I write
well enough. If you need something quickly, I’m perfect. My writing
has gotten better, especially in terms of me being able to find (or,
perhaps more accurately, rediscover) my own voice, and that just came
through practice. I love writing and I’ve always written, from the
moment I knew how. I was very stubborn and very attached to my writing
and that’s something that I’ve slowly improved on. I’ve also gotten a
lot better at adapting my writing to different audiences and purposes,
and this is another lesson I try to get my students to understand.
But, it just comes with a lot of practice and some good feedback from
people. But also developing a critical eye. It’s something I’m still
working on. I let/force my husband to read my work and give me some
good feedback.

Fond or dreadful memories of writing in school?  What else do you write besides blog posts?

English, at least in high school, was my worst subject. But I wrote
and read all the time. I read just about anything I could get my hands
on and I wrote stories, poems, essays, and kept a journal (not to
mention pages and pages of notes to my group of best friends, as this
was pre-texting). I also wrote for the school newspaper and wrote
press releases for my swim team for the local papers. I initially
wanted to be a journalist, but I can still clearly remember in a
literature class where the light finally went on that maybe I could
do/write about literature. I compared “The Rhyme of the Ancient
Mariner” and “Frankenstein.” Something clicked, and at that moment, I
knew that when I wrote essays, I had to include some sort of “new”
insight that I had come up with, and that I could, in fact, do that. I
trained as a technical writer and journalist, which made me learn how
to be brief and concise. Then, I went into grad school, which taught
me how not to be. I’ve always struggled with the “academic” voice.
When I started blogging about higher education, it was like a perfect
merging of all of my training as a writer. I’ll admit here that I also
still try my hand at writing fiction, but it isn’t very good.

Inside Higher Ed Skallerup Torgerson composition teaching

Lee Writes at Inside Higher Ed

Tell me about the audience for your blog.  What effect do you think it’s had on your writing?  Do you see your writing as having evolved since the first posts?

It’s really funny that you ask that. I was reading a blog a while back
and point number 7 was “To be the voice of a group” and the author
pointed to my blog as an excellent example of that particular piece of
advice. I think I speak for those of us who are off the tenure-track,
trying to navigate our way in (and out) of higher education despite
our tenuous positions. The audience tends to be other people in higher
education, although (at least at my old blog) I had some posts that
helped students in their writing. I also write for other people who
are trying to teach writing. My writing has definitely evolved as I am
less afraid of what topics to write about, as well as gaining
confidence in my voice. I’ve been working on that as my blog moved to
Inside Higher Ed, meaning that my audience was, in theory, much larger
than it was before at my old blog. But, I’ve figured out that I’m just
better off being myself, although I’ve also decided that I am going to
use the bigger platform to promote people, causes, and issues that I
think are important.

What nuts and bolts advice might you offer to a blogger?  And I
mean from getting ideas, to thinking in terms of a theme or subject
for the blog, or keeping track of the posts to come?  Is there a dry
erase board or plans on a computer or phone?

Just keep at it. It might take a while to find your voice, and it
certainly takes a while to find an audience, but it’s worth the
trouble. But I would tell bloggers to write about what you are
passionate about and what you either already know or are really,
really passionate about learning more about. I tried blogging about
kids’ TV shows and about swimming, but both of them faded away, as I
wasn’t completely interested in the topics (I thought they’d be catchy
and have a niche audience). It was only until I started to write about
higher education that blogging made sense for me and got “easy.” I
used to keep track of ideas for my blogs as drafts to be written
later. I also just use good, old-fashioned pen and paper beside my

What do you read?  I mean blogs or otherwise.

What don’t I read? I read newspapers (online), local news, blogs on
higher education, on teaching, on writing, on politics, on
entertainment, on pop culture, on just about anything. I also ready
novels (or, I try to read novels) in both French and English,
particularly science fiction and speculative fiction. I love

When and under what conditions do the posts get written?  Email
open?  Checking phone?  Need quiet or doesn’t matter?

At night, after the kids go to bed, on my laptop, with the TV on.
Sometimes, I’ll write them in the afternoon but mostly I use that
quiet time to write and grade for my “day job.” My email is open, my
phone is on, and so is the TV. But once I get into writing a post,
none of that matters. I’m in the moment, writing.