Tag Archives: teaching

Automatic writing*

A few posts back, I mentioned I would weigh in on artificial intelligence prose generators–“bots”–specifically the much-reported-upon ChatGPT. The media coverage has included everything: hand-wringing, speculations on the extinction of critical thought, predictions about the death of the high school essay or the re-institutions of oral and handwritten exams, not to mention worries about spurious content and job loss among educated citizens, as well as wild enthusiasm for automating tedious writing tasks and excitement about where tech is taking us.

It’s not as new as most people think. AI has been providing customer-service responses and generating basic summary content for news-related websites for awhile; but OpenAI’s open-source platform, which is currently free and for use by anyone (not to mention educating itself as each user inputs prompts and questions) has so rapidly gained “tech adopters” that those of us who teach writing cannot ignore it completely. And we shouldn’t ignore it, but neither should we throw our hands up in surrender and predict the end of the art of writing as we know it.

A recent New York Times article reflects the kind of discourse taking place at the institution where I work. It’s fascinating to me to see how quickly the conversations have evolved in the usually slow-moving environment of academia. I find that at my college, my years of laboring with students who lack strong backgrounds in written expression or confidence in their writing have suddenly attracted the attention of full-time faculty members–they want to know how they can tell if students are using AI assistance to write essays (when said profs have no pedagogical experience in writing) and how to change the wording of their assignments to “fool” the programmed generators, among other pressing questions. These inquiries tend to come tinged with a sense of slippery-slope fallacy: does this mean academia will go to hell in a handbasket?

I refuse to send out a firm forecast, though my intuition says no; instead, academia, and society, will change.

And despite the daily-proven, scientifically-accurate, anecdotally-obvious FACT that change is normal and indeed necessary, most people (and their societies and institutions) fear change. Hence, the media and institutional brou-ha-ha.

Let’s face it, writing can be hard. There will always be people who do not want to do the work of writing from the soul, brain, heart, emotion, experience, dread, you-name-it. Painting is hard, too. But people who don’t want to practice and experiment with visual art can use paint by numbers, clip art, or AI. There will always be a few folks who learn to play an instrument for the joy of it and for the challenge of continually learning new approaches to the process of music making; the rest of us can be audiences, if we like. People who write because they can’t not write? They won’t use bots unless they want to experiment with them: make perverse use of the programs, play with them to see what the human’s skills can do in concert with algorithms, bits, bytes, and data. I know artists who are already collaging with AI-generated art to create new, human-mediated visuals.

I recognize the fear factor here, but I don’t buy into it because I am so curious about what will happen next. I’m interested to see how changes will occur, which changes will make a difference and which ones will just vanish, and whether pedagogy will develop toward, away from, or parallel to AI developments in numerous spheres–to name just three of numerous possibilities. Change is exciting, but it’s also hard. I can’t say I am as excited about adapting my fall semester syllabus to reflect whatever the university decides to do in light of ChatGPT, but since I’ll have to adapt to a new “learning management system” anyway, I may as well accept that “a change is gonna come.”

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*For the definition of automatic writing, Wikipedia has a fairly complete page.

Photo by Startup Stock Photos on Pexels.com

Words fail, & yet–

On December 24, 2012, I posted about a school shooting. So little has changed.

Words fail. And I work in a classroom setting, as do many of my friends and colleagues, and my children’s friends and colleagues (now in their 30s and willing to be teachers–bless them!). These events are not things we can ignore by staying in our own little bubbles of “it can’t happen here.”

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Words have failed so profoundly that I’m out in the garden instead, or indoors cleaning my bathrooms or reading books. Books–always my solace when my own words fail.

My latest good read is David Crystal‘s 2004 The Stories of English, already out of date in its last chapter–a fact I’m sure he gleefully acknowledges. I adore his love of how language evolves and find his non-prescriptivist approach refreshing and necessary if we are to keep literacy and communication alive. This book gave me so much information, enriched the knowledge I already have about our language, and made me laugh, too. Granted, it is word-geek humor…but that’s how I roll.

And I needed a few laughs this past week or so. My heart aches; I am sore afflicted for more reasons than I care to explain at present, though the headline news certainly has much to do with my mood. Crystal’s book got me thinking about the course I teach (come fall) and how I’ve already toned down the prescriptiveness in order to convince my students they can write and can be successful with written communication; that they are not “wrong,” just that their audience for written work differs, in college, from high school and from text messaging and other forms of writing. Crystal says we who teach English need to get over the concern about split infinitives and pronoun antecedent agreement and focus on clarity and genuine expression. I have no argument with him there–but many people I know would quibble and complain. And the English lexicon offers us so many options for how to say we disagree!

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A book about words–but no, a book about human communication through the mediation of words, spoken and written, and how we got to the forms (plural!) of English we now use to express ourselves. There’s a kind of splendid optimism in Crystal’s thinking about language that somehow made me feel a little less low in spirit. Ah, yes. The solace of books.

Festival, virtual

Coronavirus safety protocols continue to affect my teaching at the college and life in general–also, the life of the shared and diverse arts community, near and far. But arts folk are creative folks, by nature problem solvers and think-outside-the-boxers. This weekend, I have been attending the biennial Geraldine R. Dodge Poetry Festival via technological interface (my laptop); it has so far been as mixed and as enlightening an experience as teaching has been for me this semester.

It has been years since I have been at the Dodge in person. Teaching and tutoring are busy for me in October, and I have been free to travel to the festival only once since its move to Newark in 2010. Times have changed, and I have changed. I’m taking notice of what I like and do not particularly like about the virtual platform of the 2020 festival. Bear in mind that I am only marginally tech-savvy and not a person who’s wedded to the screen (television or computer or phone).

First impression, from the “opening ceremony” and an initial panel, is that I like the closeups of the poets–something I seldom had the chance to see when in the crowded auditoriums or tents of past Dodge festivals. As an older attendee, I have to admit I appreciate hearing the readers more clearly. It’s also nice not to have to wait for stumbling about on stage as presenters navigate the stairs, step over wires, chat with emcees, or shuffle through papers and books marked with post-it notes.

There’s a downside, too, of course. I cannot see the holistic figures of the poets, their attire and body language, their posture on the stage. I do not feel the attentive excitement of fellow audience members, hear appreciative murmurs, applause, or the rare but spicy snide remarks. The readings seem somewhat static and prepared (which they have been). The festival thus loses some of its remarkable spontaneity. I suppose I’m referring here to a lost physical community–but all of us should be accustomed to that feeling by now.

On the second night of the event, Pádraig Ó Tuama moderated a panel discussion on the theme “Imagine a New Way” with Martín Espada, Vievee Francis, and Carolyn Forché. The poems were intensely engaging, the readings remarkable; and the discussion among the poets and moderator managed to feel lively and immediate. Oh, notes to take, things I must read, ideas that go ‘pop’ in my head…

The takeaway after day two is that my sense of skepticism about online performance and conference events has begun to wane a bit. True, there is less chance of bumping into colleagues and making connections with fellow poets while grabbing a snack, and the bookstore browsing is not nearly as lovely an experience when the bookstore is online. True, there is much I miss about the hubbub and the buzz of past festival experiences.

Yet it turns out I rather like watching and listening to poets while sitting home in my pajamas and drinking decent, not-overpriced wine in the company of no one but my cat. In fact, at present, the scenario rather suits my mood. And I will be ‘tuning in’ tomorrow.

Top ten, discourse, power

Last week’s New York Times Book Review listed, as always, the ten best-selling books. It’s rather heartening to note that this past week, in the non-fiction category, nine of the ten top selling books deal with systemic racism, historic racism, personal experiences as a person of color, and anti-racism in the United States. Granted, the NYT Bestsellers list projects the interests of only a small percentage of citizens and reflects the interests of a well-educated readership. These readers, however, tend to be people who have money and influence, who make hiring decisions and corporate policy protocols, and who are responsible for educating Americans. They may not think of themselves as people with power, for many of the Times readers are under 40 and middle-class.* But they seem to be showing an interest in learning more about privilege, power, and racism.

I have never considered myself a person who had any power; and yet I now recognize that just as I have privilege I never earned, I have power I never earned–and that I have indeed been using that power (as I have unwittingly benefited from privilege) and can do more with it. For educators possess power.

So do poets.

The past three months, as spring has bloomed into summer, poems of protest and poems that inform society have likewise bloomed. Poets of color, marginalized poets, poets who are disabled or queer or immigrant or for other reasons yearning to be heard are all over social media–which is not unusual in itself (the voices, the poems, have been online for decades)–but the difference lately comes through retweets and viral videos and shared posts at a higher rate than previously. These poems, and the prose and interviews that often accompany them, create discourse. Badly needed discussions. Confrontations that cannot be shoved away as easily as they were. I’ve been reading and observing, hoping a change is gonna come.

True, maybe change will not come. At any rate, it’s unlikely to come readily or rapidly; we have been at this pass many times before in the USA. One person at a time may make incremental changes, though, as my father did in the 1960s: a tiny addition to the marches, one person speaking to a small and largely indifferent congregation. One person at a time can be me, as I instruct my students in how to discuss and how to write about controversial subjects using genuine evidence while being respectful of other perspectives. Demonstrate to them how to notice that there are other perspectives. Teach them that they can read and listen in order to teach themselves.

That is power, and it is power to change. Incrementally, a drop in the ocean, a butterfly effect…why not? We have a dream.

monarch.ann e michael

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* I’ve gleaned demographic information from NYT’s published statistics and those from several media-advertisement websites.

Isolated

Isolation: it’s not the same as solitude.

I miss my students. I get to meet with a few of them each day through an online platform, but it is not the same as seeing them in the hallways, seated across from me in my office, at the cafeteria, in the library, and wandering around campus. I miss their youth, their various fashion statements, their conversation, their energy.

I know, as well, that they long for one another. The seniors are deeply disappointed that they are missing senior events–dances, dinners, parties, commencement exercises–once-in-a-lifetime college experiences. They are losing out on internships and international travel, club activities and sports events. The freshmen are anxious and confused–online classes? Living at home again? This is not what they thought they were signing up for! Students who major in the performing arts feel devastated that their chance to shine on stage in theater or dance will not happen this semester. It hurts.

Friends who are at high risk are “self-isolating” and hyper-alert, and I worry for them. My best-beloveds are all on various forms of lockdown, but we have worked out communication methods so we can stay in touch. Well– “in touch.” Because touching is discouraged, but communicating matters so much right now. Examples:

My tai chi instructor sends out messages of encouragement, ideas for practice at home, reliable COVID-19 information, and reminders to stay grounded and balanced.

The distance-education IT/software platform department at my college has a staff working overtime and under considerable pressure to assist instructors in the rapid move to online instruction. They send out cheerful and informative emails, encouragement, jokes–and are hosting a 3 pm Friday ‘cocktail hour’ meeting we can log into so we can complain, ask questions, joke around, and visit virtually.

The staff at my parents’ assisted living campus has two employees working (extremely patiently!) with residents who need assistance communicating with loved ones who can no longer visit them. The residents have hearing loss, vision loss, neuropathy in their fingers, arthritis, and often, some cognitive losses. Staff members sit with residents and work out methods of staying in touch. Elderly people are already isolated; they truly need connections with others, need to know that their lives are valued.

A friend whose church group sponsors a free meal for all every Tuesday night in Philadelphia continues to serve the at-risk community by packing up the dinners for takeout instead of serving at communal tables.

We are fortunate. I am trying not to forget how fortunate such inconvenience is. For many other human beings, the inconvenience is compounded by danger.

In Wuhan, China, authorities report that there have been no new cases of the illness in the past week. There’s hope. When we touch again, let us rejoice more mindfully, recognizing how powerful touch can be.

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Michelangelo Buonorotti, Sistine Chapel

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UPDATE, here’s a thoughtful and thought-provoking piece by Andrew Sullivan–well worth reading. (click link)

Garden painting

Jieziyuan huazhuan; Kaishien gaden 芥子園畫傳

The image on the right is from a book in the Metropolitan Museum of Art’s Department of Asian Art, available through its new digital collection of Japanese illustrated books. It is written in Chinese, however: Jieziyuan huazhuan; Kaishien gaden 芥子園畫傳 and is catalogued as The Mustard Seed Garden Painting Manual (3rd Chinese edition): [volume 3]. I do not read Chinese, but I think the drawing must be of quince in flower. My photo of pink quince blooms focuses on a particularly floriferous branch; in fact, the quince in my back yard is thorny, broken off in places, and often a bit scarce as to blooms–more like the drawing.

The book itself is interesting. It demonstrates and describes how to paint these shrubs. The sketches show the stems as the initial composition, with gaps where the blossoms are later to be painted. Then the blossoms get painted in, and then ragged lines of twigs and thorns to complete the painting. Since I cannot read the text, I interpret the stages from the drawings.

It occurs to me that this approach–one of guessing the stages–feels familiar. It resembles literary criticism; and it resembles the process of reading and re-reading a poem to try to determine its making, which is usually hidden since it takes place in the mind of the poet as she revises.

canvas3

note the gaps…

An analogy here: when I first write down the phrases, images, “inspiration” (if you will) for a poem, there are gaps. These lacunae appear in several forms, sometimes as spaces or blank spots in a sentence, sometimes as an unsatisfactory placeholder word, sometimes as a dash or ellipsis. These marks, or lack thereof, act as reminders to revise, rethink, resolve missing links or relationships in the poem’s developing ovum.

~

Winter makes for gaps. Skeletalizes the trees. Snowfall temporarily erases the known. Clouds cover sun and moon. Even the songs of birds, mostly absent.

As David Dunn, my long-dead friend (another emptiness), would sigh during moments that conversation became too intense or too difficult: “Anyway…”

In a temperate climate, we do need winter. The birds will return.

color birds-blooms1

~

when sap runs red
forcing budding trees into blossom
mating time

~

Ways of reading

Conversing about books with a colleague recently, I began to reflect on how readers of literature read. The topic had come up earlier in the day when several students came in for tutoring on literary-analysis papers. In addition, a student in the Education program was devising a curriculum for third-graders; the lesson focus was about “different ways of reading.” I have always loved to read, and I never spent much time considering how I go about it. It just seemed natural to me…and then I encountered academia’s approach to reading and had to reconsider the way I devoured fiction.

My coworker consumes novels the way a literature professor does. He savors passages, re-reads earlier chapters in a novel to find connections with later parts of the book, and looks up references and allusions to be sure he understands the deep context of a literary text. He asks himself questions about what he’s reading. The questions keep him reading and engaged with the words on the page.

That method is how I read poetry. But it is not how I read novels or non-fiction books; those I read at a clip, almost inhaling them, seldom stopping. I read them for pleasure, for fun–I even absorb sad novels and memoirs this way, in a mad whirl of reading enjoyment, caught up in the events and characters and setting of the book in my hands. This is not to say I never look up words, places, references, but generally I do so after I have finished the book. I guess I examine such things in retrospect.

brad-hammonds-flikr-books

brad-hammonds-flikr-books.jpeg

The downside of reading fiction using my own “natural” method is that I tend to come away from a book with a strong sense of whether it was wonderfully-written or moving or amazing, but I cannot explain why it has that effect–how the author managed to get me to  believe in the characters or the world she created with her words alone. When I am reading for fun or information, however, there isn’t any need for analytical levels of cognition. If I forget a detail, I can go back and look for it later. Or forget about it. No great loss.

There are other methods of reading–certainly more than two ways to “get into” a book! The conversation about reading strategies (what feels natural to a literature-consumer, how readers savor a good book, questioning not just the text but also the self reading the words) piques my interest. I suspect some connection with consciousness and cognition, aspects of human-ness I have mulled about in previous posts.

Well, enough for now. I am signing off–to read a good book!

Repetition

Repetition, the foundation of rote teaching and memorization, is a style of learning at which I have never been particularly successful.

Nonetheless, repetition has been useful in my learning process. Close observation reveals small differences in repeated events and refrains of all kinds; what I learn through repeated experience is that each time I see or do “the same thing,” I notice something new. Repetition permits me to analyze, and that is how I learn best.

Here’s an example.

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Plants, particularly flowering plants, fascinate me. Every year, I find myself heading out to the yard, my camera in hand, to take photographs as the flowers unfold and the insects arrive to pollinate them. Every year. Yet a closeup of a bumblebee in a redbud blossom from 2005 looks pretty much the same as a bumblebee in a redbud blossom in 2019. Or a monarch on a tithonia–one year similar to the next. Why bother? What urges me out when the dogwoods bloom to record yet another photograph of flowering dogwood? How redundant. How unnecessary.

photo: Ann E. Michael

Yet I have learned much, gleaned much, from the process of noticing the buds and blossoms and insects as the days lengthen and then shorten again; the cycle of life a repetition. Each routine event of spring seems new to me after the winter’s rest.

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The only types of poems I have managed to have some recall for are poems with refrains, and some song lyrics (also with refrains). The ones I have memorized are the ones I have heard and sung along with most often, such as the calls and responses of church rituals and hymns, the record albums I listened to over and over when I was a teenager. Each time I listened, I felt something new happen inside me. It’s the same with my walks in the garden and the woods and hedgerows and the meadow: each year the same, each year new. That kind of teaching, while repetitive, is far removed from rote.

 

 

 

 

Keeping the minutes on violence, with Lucille Clifton

Wow. I found this post by Lesley Wheeler worth re-blogging. It hurts my heart that she found so many of her students had experienced this kind of fear and violence in their schools. But it makes me pleased to be a writer if I can be in the company of people like Lesley and her students, facing what is horrible and difficult and discussing and writing about it. And reading, too–reading poems that face the “dark” in human beings can be as liberating and enlightening as reading poems that offer “hope” or balance. The heart does need rest now and then; thoughtful reflection offers more rest than many folks realize. Thank you, Lesley, for being a teacher.

LESLEY WHEELER

For a workshop on Tuesday, Election Day, one of my undergraduates submitted a poem based on the day he hid in a closet during a middle school shooting. A different student said there had been a shooting in her school, too; another described an active shooter just last week in the high school her sister attended; a fourth said a friend had died in the Parkland massacre. Stunned, I responded with something like, “Are you telling me that four out of the fifteen of you have had a near miss with a school shooting?” Then two more raised their hands. Six.

Gun violence in the US is insanely, horrifyingly prevalent; every new mass shooting refreshes the horror and also increases the number of Americans directly affected. A good friend’s father’s retirement center was recently in lockdown because of an active shooter. And when I described the workshop discussion to a…

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Connections

 

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August has arrived and a few of our incoming freshmen are on campus already, as well as students on various fall sports teams who need to get a jump on the competition season. It was quite awhile ago that I was a teenage person entering my first year at college, but each year our students arrive with the same anticipation and excitement I felt. They’re ready to exercise a little responsibility, a little freedom, and to make the kinds of connections–personal, emotional, and intellectual–that will affect the rest of their lives one way or another.

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In the 1970s, science historian and television broadcaster James Burke created and hosted a show called Connections. I was a fan of the series because I loved the surprising ways discoveries, events in history, people, and accident led to innovations and the criss-crossing of continents and ideas. The interdisciplinary aspect of human culture, of science and the arts, fascinated me as a teen. Those networked ideas have shown up many times through my life.

Connections: The photo above was taken by my fellow student Steve Lohman when we were freshmen. Steve later attended Pratt School of Art.  We lost touch for a long time, and–I have forgotten how–I found his metalwork while I was looking for cover art for my book of poems The Capable Heart.

 

running_horse

Running Horse by Steve Lohman

Connections: I liked Steve’s wireworks, but I remembered him as a photographer. Granted, what a person pursues at age 17 or 18 is easily liable to change–but I was curious about how he started doing sculpture. When he mentioned he’d attended Pratt, I asked if he had ever met Toshio Odate, who taught there for years. “One of my favorite teachers!” said Steve. “I loved his class.”

Connections: My spouse took a job writing for a woodworking magazine, where he met Toshio, who wrote about Japanese tools and woodworking techniques. Meanwhile, Toshio was creating his own works of art at his home as well as mentoring many students. He’s now a long-time friend of ours. (Photo of Odate’s “Pride of New England,” below, by Laure Oleander).

toshio-pride copy

Connections: Neural networks, the embodied mind, the ways writing assists in psychological healing, the twists in a good novel’s plot, the turn in a poem, metaphor, surprise. The unexpected thrills us–unexpected connections fill us with curiosity and a kind of joy, as does the closure.

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Connections: The commercial creation Thinkhub, invented for teaching, offers yet another example of connections. A cultural thinkhub project based in Toledo, midstory.org has produced my poem “River by River” as a soundscape: click here.

The project researchers found my poem in the anthology I Have My Own Song for It: Modern Poems of Ohio. Look around, folks–connections are everywhere, and we learn from them.