Archive Page 5

28
Feb
11

A Lesson from Charlie Sheen on Randomness

Charlie Sheen’s name has become an easy punchline lately, thanks in large part to his ranting radio interview in which he referred to himself as a “high priest Vatican assassin warlock”  and claimed, “I’ve got magic. I’ve got poetry in my fingertips. Most of the time—and this includes naps—I’m an F-18, bro. And I will destroy you in the air. I will deploy my ordinance to the ground.” It seems quite obvious that Sheen has a disease, one that isn’t very funny at all, yet his quotes sound humorous because they sound random; they have  so little bearing to the reality most of the world lives in that they evoke laughter. That’s great news for late night talk show hosts or anyone else who makes their living writing quips. It’s bad news for anyone trying to convey meaning, and there are lesson about the way audiences interpret and tolerate apparently random things that all writers should be aware of. In conjunction with that, there are simple ways to tweak your writing to get the audience on your side.

Sheen’s quotes don’t make logical sense, and because of that there are many who would label them as “random.” Yet “random” is so overuse that it has become divorced from its actual meaning.  The actual meaning of the word “random” means that things happen without any cause, plan, or reason. When most people use random, however, what they mean is that they haven’t been able to discern any meaning or logic from whatever it is they are labeling random. In this case, many people take the fact that they can’t discern any meaning as proof that there isn’t any actual meaning.

A lot of the time, the misuse of the word “random” isn’t a problem, but there are times when labeling something as random robs a speaker of the connection s/he was trying to make with the audience. One could even argue that misusing the word “random” is an ethical issue since often it is a sign that the listener has given up trying to parse meaning from another’s ideas.  We’ve all had the uncomfortable experience of trying to tell a story and having the audience fail to understand our meaning. That feeling we get when our words fail to make their desired impact can range for awkward to heartbreaking. That’s why I ban the word “random” from the creative writing courses I teach during the summer.

The tendency to misuse “random” and the bevy of jokes lobbed at Sheen show how ready our culture is to gloss over the complexity of issues. I don’t say that to defend Sheen for his actions nor to criticize anyone who made a Charlie Sheen joke in the past few days (especially as I’ve made a couple myself.) But it’s worth reflecting on how the way we deal with randomness affects and exacerbates situations like this. From what I’ve read and seen of addiction, it’s a terrible, lonely disease where the sufferer isolates themselves more and more, severing ties from all whom they knew and loved. The expectations that others put on the addicted person may be well meaning, but they ask the addicted person to compose and convey themselves so that the audience can understand them. Often, that inability to feel understood by those around them is what pushed the addicted person into that lonely position in the first place.

At the same time, as much as I loathe the misuse of the word “random”, I know I can’t change the effort others put into trying to make sense of something that is not immediately apparent to them. It’s simply something we must all be aware of. However, there is something that can be done on the side of the person trying to communicate ideas that can evoke a more sympathetic interpretation.

Imagine how the Charlie Sheen interview would have been received if he had gone into it and started off by saying, “Listen, I know I have a problem with addiction. I’m lost, lonely, angry, and confused, and I have no idea how to fix it.” He could have said the same things he had said, yet the audience would have interpreted them as evidence of a disease and reacted with sympathy and sadness. Rather than being seen as a stubborn, entitled celebrity, he’d become a human being again. Perhaps those around him who could help him out would have. I’m guessing that he’s not at the stage of his addiction where he’s ready to admit he had a problem and that he received exactly the kind of reaction and attention he desired since it seems that part of Charlie Sheen’s addiction is attention and fame he receives in the public spotlight. However, had Sheen simply said what most could interpret from his remarks anyways, he’d have received a much more sympathetic and patient audience.

That’s the lesson for writer’s here: Whenever you have something important to say, put the meaning you want to communicate in front of the facts that you have to support those ideas. Audiences have trouble with randomness, so if you’re presenting a whole bunch of ideas without at least giving some idea of what the bigger picture is, you’re asking to be misunderstood.

18
Feb
11

Staying focused on writing: The High Score Method

A lot of times, learning to write better does not start with changing what you write. Instead, it starts with changing why you write. I know lots of writers who have developed a writing routine that includes rewards to get themselves writing. I’ve tried to replicate many of these approaches, but found only one that really worked for me. I call it The High Score Method.

Towards the end of my grad school career, in the midst of procrastinating away a semester when I was supposed to be studying for comps, I became addicted to online video games. I found myself spending hours on game sites even as I felt lazy and constantly berated myself for doing so.

My ability to focus on sometimes complex games and not focus on even simple writing tasks made no sense to me. I had people tell me that I should set it up so that the games became some sort of reward for getting writing done. That approach must work for someone because it is constantly bandied about. It doesn’t work for me, mostly because I had no will power to deny myself the reward if I didn’t finish a certain amount of writing.

Besides, I already had plenty of reasons to write and not play games. Finishing a PhD was a path to earning more money and getting more respect. Completing an online game gave me only a high score that often failed to register in the top thousand players world wide, many of whom were probably only twelve. Yet I still chose games.

I’ve ruminated on that fact a lot, and it still comes up when I think about trying to write something like this blog, which aspires to share ideas with like minded people in the same way that a career in academia would. Then I learned that stopping that rumination was the key to succeeding, and key to stopping that rumination was finding a way to make writing more like a game. That’s the idea behind The High Score Method.

Here are the rules: Continue reading ‘Staying focused on writing: The High Score Method’

08
Feb
11

Why Glee is ruining the children of America

Last year, Fox did something that school administrators have been unsuccessfully trying to do for decades: it made glee club cool. In the process, it completely ruined the children of America.

Ok, that may be a tiny bit of an overstatement. I’ve got nothing against Glee itself, and I love it’s potential for delightful escapism while still taking on real teenage issues like homophobia, bullying, and teenage pregnancy.

No, this is a complaint about what the show says about work. Continue reading ‘Why Glee is ruining the children of America’

31
Jan
11

The value of useless chunks of time

In the film, Office Space, a frustrated worker finds a way to manipulate a computer glitch in an accounting program that simply discards fractions of a cent with each transaction. A fraction of a cent is something that no one will miss, but when these workers siphon off the fractions of a cent from thousands of transactions, they soon find themselves with more money than they imagined.

Writers can take the same approach to time that ordinarily gets discarded. Continue reading ‘The value of useless chunks of time’

27
Jan
11

It’s All About Finding the Right Questions

Many students believe that going through school is about finding the right answers. The longer I’m in education, the more I believe that it’s all about finding the right questions.

What is the “right question” you ask? Consider this brilliant comic, called simply “Airfoil”, from XKCD:



When I read the first panel, I only skimmed the description of how an airfoil operates because in my mind I already possessed this knowledge. Moving to the second panel, I found myself as dumbstruck as the teacher in the third panel. I had no idea how an airplane can fly upside down. That one question caused me to reevaluate an explanation I’ve known for years but never questioned.

That one insightful question forced me to learn something new.  Continue reading ‘It’s All About Finding the Right Questions’

26
Jan
11

The Girl Who Was Bad At Semicolons

Lisbeth walked into my office claiming she wanted to get better at grammar. “We can help with that,” I said and ushered her over to a conference table. “What part of grammar would you like to work on first?”

“I’m not sure,” she said, casting her gaze downwards as if she might find the answer scrawled into the black surface of the table. I remained silent, knowing that she’d get more out of this if she set the agenda. When she finally figured out I wasn’t going to fill the silence, she began speaking “Well…I’m really bad at semicolons. Could we work on those?”

Her answer surprised me. I answered, “Certainly we can go over that.” But I was too curious to stop there. “But first, let me ask you a question. What makes you say you’re ‘bad at semicolons’?”

“I don’t know. I am just really bad at them. I’ve never got them.”

Her answer fascinated me for two reasons. First, understanding semicolons means understanding two rules, neither of which is very complicated. Second, Lisbeth was no stranger to using the Writing Studio. She’d been in on a handful of occasions. Yet, she never asked for anyone to teach her the rules for semicolons, nor did she bother to notice the spot on our wall where we display a brilliant comic, which provides the clearest and most creative explanations of semicolons I’ve ever read.

Lisbeth is a bright student. On top of that, she’s got enough courage to walk in and ask for help on a topic that’s challenged her sense of own intelligence. That’s admirable. However, it’s precisely these traits that make her situation so puzzling. That leads me to think that the most important question in education is this:

Why do bright, competent students make the same simple mistakes over and over again even when a teacher points out these mistakes and provides plenty of resources to help? Continue reading ‘The Girl Who Was Bad At Semicolons’

18
Jan
11

Pacing writing tasks – why most do it wrong

Setting a pace for writing a paper seems like simple arithmetic. So simple in fact that almost everyone gives the same advice. If you have a five-page paper and six days to do it, you’d do well for yourself if you can write a page a day and then leave a sixth for editing. But how many people do you know who write this way? Chances are not too many. Perhaps you’ve got one friend, but it’s likely s/he’s the kind of person who always has their Christmas cards out the weekend after Thanksgiving.

In other words, the conventional advice most receive for how to pace their writing has very little connection to the way most people actually write.

What’s worst, the conventional advice can cause the procrastination it attempts avoid. Continue reading ‘Pacing writing tasks – why most do it wrong’

13
Jan
11

The Next Steps

Dear readers,

Good writer, bad writer is over a month old now. I’ve fiddled and tweaked and things are still a bit of a mess, but I’ve taken the look of the site about as far as I’m capable of taking it at the moment.

So, I’m ready for traffic. I’d love to start building readership, and I’d appreciate any help I can get, which means two things:

1.  If you have friends or colleagues that you think would benefit from the blog, please start referring them. Feel free to share posts or links. If you use an RSS reader, you’ll notice I’ve now got a link to my RSS feed on the main page.

2. I’m anxious to hear your suggestions for content. What issues do you want see addressed on here? What are some problems you are trying to solve with your own teaching or writing? What’s most helpful to you?

Thanks for your help,

Shawn

12
Jan
11

Free Beer – The Wrong Way to Hook a Reader

I’m not a big fan of telling writers that you need to start papers by “hooking the reader.” I feel the idea that “hooking readers” focuses too much on how to get a reader’s attention and too little on how to keep it.

Too often writers try to hook their readers by starting with hyperbolic statements. Over exaggerating the importance of an essay topic creates a false promise that the essay can’t live up to. That’s not a good thing. A band called Free Beer would almost certainly draw a crowd, but it’s also likely that crowd leaves angry and sober. The same principle is at play in writing.

As everybody knows from “The Boy Who Cried Wolf”, grabbing someone’s attention when you don’t have something relevant to say is a great way to guarantee that people will stop listening to you.

07
Jan
11

Context

Imagine that a man carrying a gun runs into your classroom. What is your reaction? Now imagine that man carrying a gun is wearing a police uniform. Do you have a different reaction?

That story is how I explain what context is and why it is important. Put simply, context is anything outside of the text that is needed to make sense of it. Before you know the man is wearing a police uniform, you see gun and read threat. After you see the uniform, your interpretation changes. The police uniform is the context for determining the danger in the situation.




Good Writer, Bad Writer

Good writer, bad writer reflects the philosophy behind the first writing lesson I attempt to teach students. Too many of them come into college believing that their writing abilities are set in stone. The bad writers continue to struggle, and the good writers don't take enough risks in their writing, figuring that any misstep will throw them back into the "bad writer" category.

Good writer, bad writer is my attempt to break the power of that dichotomy. On here, I share the lessons and attitudes that I teach, but I also talk about the attitudes I have towards my own writing since many of those have informed my own teaching. Thanks for visiting.

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