Thursday, March 11, 2004
I think that my thoughts about the poetry assignment echo everyone else's. I do not feel that I have ever been able to write decent poetry. I guess I have never really felt like I truly understood how to write poetry. Then again I guess that it is one of those things that you cannot teach. This won't be the hardest assignment that I have had in this class but it will be the one that stays on my mind more often than any one else. Choosing a topic that I feel I can write a poem about will require more effort than writing the poem. Hopefully I can decide on a topic soon.
I'm sorry some of you are stressing over this. (Everyone stresses over something in this class--interesting that it isn't the same things for everyone.) For those of you who want to incorporate visuals, please do. Using visuals and poetry together will give you a double dose of creative thinking. You are correct about poetry entailing more careful word choice--that's part of what makes it work as a thought starter. If I can help please let me know. But feel free to experiment--this assignment is graded on the basis of your level of engagement (as it shows in your finished work), NOT your artistic ability. Remember, think tekne rather than fine art.
T. F.
PS I will probably comment on your poems, but I'm not going to criticize them. (I'm not even qualified as a literature critic. Does that make you feel better?)
T. F.
PS I will probably comment on your poems, but I'm not going to criticize them. (I'm not even qualified as a literature critic. Does that make you feel better?)
I think that this is the hardest assignment for me so far in this class. I do not like writing poetry that I know will be read and graded. When I write poems for others to read it takes me forever because I want them to be perfect. I am naturally creative but not so much with words. I could paint a painting in no time, but to write something down with words in order to convey my emotions about something is hard for me to do. I think that this assignment will be a good experience for me to practice choosing my words but it will definitely take me a while to perfect it.
The only thing I have to say about this poetry project is that I don't like it. I am about the worst at creative stuff. So I guess this will probably take me a long time to write and I doubt that I will post it to the blog. I think one person's critisism will be enough. I'm not even sure what to really write about. I think a poem about technical writing in mathematics might be pretty boring, but then again that's probably going to be my style of writing overall.
I am going to work on my actual poem over break, and try to to find the nerve to post it to the blog. But in thinking about this assignment, I would like to be one of the (maybe few) students to say that I really like this assignment. As an English major, one of my very favorite things is to read poetry (except for Pound and Eliot) and good fiction. Since technical writing is such a "blah" subject, I'm glad that we're infusing a little creative diversity into it. More to come over Spring Break with my actual poem........
I do not like this assignment for various reasons. First, I am not a creative person, so this assignment will be very hard for me. As an engineer, I am a math and science oriented person, so doing things like writing poems has never been easy for me. I like for things to be structured and specific. When I have to do an assignment like this in which I have creative license, I have a hard time knowing what to do.
I asked you to do this, so I thought I should try it as well. Keep in mind (please!) that I am not a poet or a teacher of poetry. This is out of my area, just as it is out of yours :-).
Technical Writing
Technical Writing
(Instructions)
-> I start here.
->You start THERE.
1) Your job: (pose) observe
(judge) decide(question) engageread, (resist), re-view.
2) My job: (posture) present
(question) definerequest, respond, (re-mind).
3) What we get:
(What we get!)movement, momentsreasons, reason
4) You groan.
You grow.You go.
-> I start here.
Wednesday, March 10, 2004
(In response to Sarah's post)
You've voiced something that I hear a lot--that the whole approach to liberal arts subjects is inherently different-- softer, somehow and more suitable for poetry-- than the "hard sciences." As someone who feels divided between the two worlds, let me throw out a couple of observations, and then perhaps we can keep talking about it.
3) No one (past grade school) really studies what two and two make. If they do, it isn't always four (such as in the case of base 2, where counting to 4 gets you to 20 or even binary where you have to "construct" a two out of ones and zeros which as you know isn't even really about the values of 1 and 0 but the values of "there" or "on" as contrasted to "not there" or "off".) What we do instead with 2+2 is assume that it always should equal the same thing (4), which is something that works fine for relatively simple mathematics, but doesn't necessarily get us where we need to go with experimental math, where the real insights are being made (as far as 2 + 2 is concerned).
2) We think in language. (If you don't believe me, try having a thought that doesn't have language attached to it.) This doesn't mean that you can always perfectly express what you think, but does mean that what we think is affected by the language we use to think about it.
1) So if you're thinking about negative floating point numbers, and you are stuck because you know that the computer only stores them one way but you need a function that isn't supported because it conflicts with the way that floating point numbers are stored, one of the ways you can address the conflict is by writing a poem about it; maybe the poem clarifies why the numbers have to be stored the way they are. Maybe while writing it, you discover another way to get the other function you were looking for. Maybe you discover that you don't really like Computer Science and you'd like to switch your major to English (because that's where all of the money is.) And maybe, very rarely, you figure out a whole new approach wherein 2+2 doesn't need to equal 4 and you invent a whole new way to deal with floating point numbers.
7) Where poetry seems to help people in the sciences is in the area of problem solving--specifically it helps in seeing trends, patterns, or alternative perspectives.
.85) It is worth noting (since the above reads a little too much like a commercial for my taste) that this approach doesn't work for or help everyone. It's similar to outlining in that for some people (and at some times) it is useful; for others less so.
6) Also keep in mind that numbers/mathematics are language too; They have their own grammar which is often far less forgiving than the grammar of English. (Case in point: if your grammar is off in a paper for me, I'll still read it and probably understand it quite well. If your grammar is off in your code, there is no telling what might happen but it probably won't be what you want.) If they are a language that you like, use them in your poetry (as I'm using them in this post to add a layer of meaning and create a little suspense/tension.)
Does that help? BTW, I like your poem, and it illustrates another great quality of poetry--its capacity as an outlet for frustration :-)
T. F.
You've voiced something that I hear a lot--that the whole approach to liberal arts subjects is inherently different-- softer, somehow and more suitable for poetry-- than the "hard sciences." As someone who feels divided between the two worlds, let me throw out a couple of observations, and then perhaps we can keep talking about it.
3) No one (past grade school) really studies what two and two make. If they do, it isn't always four (such as in the case of base 2, where counting to 4 gets you to 20 or even binary where you have to "construct" a two out of ones and zeros which as you know isn't even really about the values of 1 and 0 but the values of "there" or "on" as contrasted to "not there" or "off".) What we do instead with 2+2 is assume that it always should equal the same thing (4), which is something that works fine for relatively simple mathematics, but doesn't necessarily get us where we need to go with experimental math, where the real insights are being made (as far as 2 + 2 is concerned).
2) We think in language. (If you don't believe me, try having a thought that doesn't have language attached to it.) This doesn't mean that you can always perfectly express what you think, but does mean that what we think is affected by the language we use to think about it.
1) So if you're thinking about negative floating point numbers, and you are stuck because you know that the computer only stores them one way but you need a function that isn't supported because it conflicts with the way that floating point numbers are stored, one of the ways you can address the conflict is by writing a poem about it; maybe the poem clarifies why the numbers have to be stored the way they are. Maybe while writing it, you discover another way to get the other function you were looking for. Maybe you discover that you don't really like Computer Science and you'd like to switch your major to English (because that's where all of the money is.) And maybe, very rarely, you figure out a whole new approach wherein 2+2 doesn't need to equal 4 and you invent a whole new way to deal with floating point numbers.
7) Where poetry seems to help people in the sciences is in the area of problem solving--specifically it helps in seeing trends, patterns, or alternative perspectives.
.85) It is worth noting (since the above reads a little too much like a commercial for my taste) that this approach doesn't work for or help everyone. It's similar to outlining in that for some people (and at some times) it is useful; for others less so.
6) Also keep in mind that numbers/mathematics are language too; They have their own grammar which is often far less forgiving than the grammar of English. (Case in point: if your grammar is off in a paper for me, I'll still read it and probably understand it quite well. If your grammar is off in your code, there is no telling what might happen but it probably won't be what you want.) If they are a language that you like, use them in your poetry (as I'm using them in this post to add a layer of meaning and create a little suspense/tension.)
Does that help? BTW, I like your poem, and it illustrates another great quality of poetry--its capacity as an outlet for frustration :-)
T. F.
That last blob was an accident. I want to write a poem addressing things like audience purpose and conxtext, though. Here is what I have started...
Questions to Answer
Psst. Excuse me. I'm talking to you.
Who are you? I mean, what do already know or believe? What are your needs and interests?
Well, I want you to know this.
And I'm gonna explain it to you.
Why? What do you mean why? I want to help you understand.
So, how much do you really want to know? What in particular interests you about this?
Do I really need to give you alot of details? Or will the basics work?
What will me the best way for me to tell you? A short memo? Or perhaps a long report?
Pictures? Yeah, that is a good idea.
How about now? Does that make more sense?
Questions to Answer
Psst. Excuse me. I'm talking to you.
Who are you? I mean, what do already know or believe? What are your needs and interests?
Well, I want you to know this.
And I'm gonna explain it to you.
Why? What do you mean why? I want to help you understand.
So, how much do you really want to know? What in particular interests you about this?
Do I really need to give you alot of details? Or will the basics work?
What will me the best way for me to tell you? A short memo? Or perhaps a long report?
Pictures? Yeah, that is a good idea.
How about now? Does that make more sense?
as i sit blankly staring
as i sit blankly staring
at the stationary screen
its electronically created colors
burning into my vision
i see stars from not blinking
and my eyes are slowly drying
drying until they crack
my brain
a mass of neurons & synapses
a grey blob protected by
hard as nails bone
is useless
i think of numbers
a forest of numbers
with commands in the underbrush
towering above me in twos
and threes, their stark black
contrasting with the white all around
now is not the time for numbers
now is not the time for commands
no arrays of semicolons
marching down the window
where are the words
i must have the words
but the fuzzy stationary screen
sucks them from me
and i cannot write
...comments please
as i sit blankly staring
at the stationary screen
its electronically created colors
burning into my vision
i see stars from not blinking
and my eyes are slowly drying
drying until they crack
my brain
a mass of neurons & synapses
a grey blob protected by
hard as nails bone
is useless
i think of numbers
a forest of numbers
with commands in the underbrush
towering above me in twos
and threes, their stark black
contrasting with the white all around
now is not the time for numbers
now is not the time for commands
no arrays of semicolons
marching down the window
where are the words
i must have the words
but the fuzzy stationary screen
sucks them from me
and i cannot write
...comments please
I never quite understood the purpose of this "poetry across the curriculum" thing. I've had friends that have had to write poetry for their math classes. And I just sat back and wondered what the whole thought process behind it was. So far the 'epistemic properties of poetry' explanation has been the best i've heard, but it still doesn't make altogether that much sense. Take math for example. In our number system, 2 + 2 will always equal 4, no matter how many poems you write about it. I suppose what I'm getting at is, there's an inherent difference between scientific classes and liberal arts classes. In my computer science class, we study how the computer stores negative floating point numbers in 2's compliment, and it only does it one way. We can't discuss it and have different opinions on how they're stored. But in my russian lit class, we can go around in circles about why there's evil and if we know something why we feel the need to explain it to someone else or try to convince other people of it...doesn't that bely some unsurity? etc, etc. So if there's only one way to look at it, why bother trying to write poems to help us see it from a different angle? On that note, let me go write my poem ^_^
Hey, you! Yeah, you! I'm talking to you.
I am going to explain something to you, but I'm gonna make it brief. Now, I want you to understand this.
I'm gonna need a little help here!
What do you want to know? How do you want me to tell you?
Audience, Context, Purpose
I am going to explain something to you, but I'm gonna make it brief. Now, I want you to understand this.
I'm gonna need a little help here!
What do you want to know? How do you want me to tell you?
Audience, Context, Purpose
Tuesday, March 09, 2004
This week's post: As we talked about in class today, for a number of reasons (you having multiple projects going, it being the week before spring break etc.) we will only have 1 blog posting required (although you should continue to discuss the projects as much as it is useful for you.) Here is the prompt for the Poetry Across the Curriculum Project posting:
The point of this exercise is for you to tap into the epistemic properties of poetry, i.e. that having to think about a subject in a creative (particularly verbally creative) way helps generate new ideas--even new ways of thinking about a subject. So while I'd love for my technical writing class to produce a whole crop of poets, that *is not* the goal of the project. Rather, the goal is for you to think creatively and come up with an interesting, engaging, thoughtful perspective on a subject related (perhaps somewhat distantly) to this class. Possible subjects include the upcoming election, web-site construction, group projects, gifted/honors classes, writing, disruptions in the normal school routines, creating a resume, geology . . . . the list goes on and on. You could also write about some kind of writing in your field. For your post, you have a couple of choices: You can talk about the process of writing poems, you can post a draft for comments and suggestions, or you can write about why you don't like this assignment. (Yes, that's right--I'm inviting you to tell me why you don't want to do it. You still have to do it, but you can vent first :-))
Guidelines for the poem: A minimum of 10 reasonably long lines or a rough equivalent thereof. That means that if you choose a short form like haiku, you need to write a string of them. If you are going to use a non-traditional format (like the fertilization poem or some other visual form) use your best judgment. Your poem should have a title. Remember that you *do not* have to post it here or make it public at all if you choose not to. (I hope you will though. I may even do one with you to demonstrate the extent to which one need not be a poet to benefit from writing poetry.)
If you have questions, please let me know. I'm looking forward to seeing what you come up with.
The point of this exercise is for you to tap into the epistemic properties of poetry, i.e. that having to think about a subject in a creative (particularly verbally creative) way helps generate new ideas--even new ways of thinking about a subject. So while I'd love for my technical writing class to produce a whole crop of poets, that *is not* the goal of the project. Rather, the goal is for you to think creatively and come up with an interesting, engaging, thoughtful perspective on a subject related (perhaps somewhat distantly) to this class. Possible subjects include the upcoming election, web-site construction, group projects, gifted/honors classes, writing, disruptions in the normal school routines, creating a resume, geology . . . . the list goes on and on. You could also write about some kind of writing in your field. For your post, you have a couple of choices: You can talk about the process of writing poems, you can post a draft for comments and suggestions, or you can write about why you don't like this assignment. (Yes, that's right--I'm inviting you to tell me why you don't want to do it. You still have to do it, but you can vent first :-))
Guidelines for the poem: A minimum of 10 reasonably long lines or a rough equivalent thereof. That means that if you choose a short form like haiku, you need to write a string of them. If you are going to use a non-traditional format (like the fertilization poem or some other visual form) use your best judgment. Your poem should have a title. Remember that you *do not* have to post it here or make it public at all if you choose not to. (I hope you will though. I may even do one with you to demonstrate the extent to which one need not be a poet to benefit from writing poetry.)
If you have questions, please let me know. I'm looking forward to seeing what you come up with.
On the website: I've sent out an email to everyone about the site. In addition, I am always online, so like Adam, you can im me if you have any questions at onering042.
On the website:
If you want my help adapting your website to the War on Terror template, message me on AIM (Lordjabbo) and we can try to get it hooked up.
If you want my help adapting your website to the War on Terror template, message me on AIM (Lordjabbo) and we can try to get it hooked up.
I emailed the career counselor for the Geology department and discussed some of the possibilities of careers in Geology with a few of my friends that have taken classes. They all seemed very offensive when I asked if they would play with rocks for the rest of their life. Some of the possibilities were hydrogeologists (study the abundance, distribution and quality of ground water), environmental geologist (work to solve problems with pollution, waste disposal and urban development and hazards such as flooding and erosion), geomorphologists (study the effects of Earth processes and investigate the nature, origin and development of present landforms and their relationship to underlying structures), paleoclimatologists (interpret past global changes and predict future changes from past records), volcanologists (investigate volcanoes and volcanic phenomena), seismologists (study the location and force of earthquakes and tracce the behavior of earthquake waves to interpret the structure of the Earth), petroleum geologists (exploration and production of oil and natural gas), economic geologist (investigate geologic factors that affect engineering structures such as bridges, buildings, airports and dams), geochemists (investigate the nature and distribution of chemical elements in rocks and minerals), mineralogists (study the formation, composition and properties of minerals), geophysicists (decipher the Earth's interior and magnetic, electric and gravitational fields), geodynamacists (study the plate tectonics, specifically the hows and whys of plate motions and deformations), geochronologists (determine the age of certain rocks by calculating the rates of decay of certain radioactive elements and thus help reconstruct the geologic history of the Earth), planetary geologist (study the moon and other planets to understand teh evolution of the solar system), structural geologist (study deformation, fracturing and folding that has occurred in the Earth's crust), stratigraphers (investigate the time and space relationships of layered rockes and their fossil and mineral content), sedimentologists (study the sedimentary rocks and the processes of sediment formation, transportation and deposition), paleontologists (study fossils to understand past life forms and their changes through time and to reconstruct past environments), marine geologists (investigate the oceans and continental shelves), and glaciologists (study the physical properties and movement of glaciers and ice sheets). I picked up the sheet from the career center that states all the above, but when I asked the students in the class if they knew the possibilities afforded to them through a geology degree, they said that the volume represented on the sheet was never expressed to them. So in account of the students and my own misconceptions I think the downfall for the geology department trying to recruit freshman students is the lack of information provided about possible careers. What I need (or we need) to find out more information about is salary and education needed. Can students just graduate with a bachelor's degree and make $80,000 a year, or do they need to pursue higher education in the form of graduate school? I think finding out facts and figures and gauging it to the ever-annoying economy will help students make educated decisions when applying to Clemson and the geology department.
Monday, March 08, 2004
About the class website: Adam-- AMEN. *hug* Changing layouts wouldn't be that hard. And if we talk about it and everyone's decided, I would have no problem sharing my layout. Also, excellent point about seeming to have one writer. Though as an aside, I'm not sure if ours will end up having humor. I told you that was all filler ;) And yes, launch is right after we get back from spring break. It would be great if you could bring this up in class tomorrow (pretty please :-D) because I don't know if many people actually read what other people have posted. And some organization does need to get done. Preferably before break. ^_^
Sunday, March 07, 2004
I emailed the career center about geology and the possibility of what to do when you are a geology major. He actually gave me some pretty good info. On the Michelin Career Center website, they give a lot of good information. The website is http://career.clemson.edu/students/geology.htm. They have wesite links, and then they have a huge chart about what to do if you are a geology major. It is broken down into areas, employers, and descriptions/strategies. It also has a section about general information about what to do with a geology degree. It is actually a really good resource. My only suggestion would be that it somehow be tied in with the geology department information when recruiting students because I dont think a lot of students know that the information is there.
