It is always a matter, my darling,
Of life or death, as I had forgotten. I wish
What I wished you before, but harder.
Of life or death, as I had forgotten. I wish
What I wished you before, but harder.
Keep on writing...
Friday, October 20, 2006
Another Rejection
One more rejection...Del Sol Review went down after three months of holding on to my story. In a weird way, even rejection is exciting though (no, I don't have a prediliction for psychological punishment). It's the thrill of an email, the thrill of acknowledgement from someone in the world of publishing. It let's you know that you're still in the game, not hanging on the sidelines. I did enough of that in JV basketball (my buddy Chris and I had it down to a science!). So back at it, after all, because that's what it's all about. As Richard Wilbur said in "The Writer," one of my favorite poems,
Friday, October 13, 2006
Digital Storytelling Quiz
Every now and then I want to utilize the blog for class assignments. This is an example of one such assignment for my Digital Storytelling class.
Now that we have set up our blogs and have been working on writing entries, I want you to move towards the second element of blogging: responding to blogs. The idea of blogging is not only to have an outlet for your ideas and writing/music/photography/art work, but also to become a member of a community.
The concept here is, for this quiz, is to comment on as many blogs as you possibly can. I will offer you the opportunity to score as highly as you want, as long as you follow the ground rules below. The grading will run like this:
If you comment on all eight possible blogs (mine included), you will receive a 35/35 (100%).
If you comment on six possible blogs (mine included), you will receive a 32/35 (91%).
If you comment on four possible blogs (mine included), you will receive a 28/35 (80%).
If you comment on three possible blogs (mine included), you will receive a 25/35 (71%).
If you do not comment on at least two separate blogs , you will receive a 0/35 (0%).
There are, of course, ground rules for this assignment. They are:
1) Responses must be posted on the separate blogs in order to count.
2) Responses must be constructive criticism based on the first film. The responses must be substantitive in nature (you can't just say "Good Job!").
3) You may offer suggestions or tips, but cannot be hurtful or destructive.
EXTRA CREDIT: If you really get into the response thing, I’ll give you extra credit! Over twelve responses will get you an extra 20/20. Don’t laugh, these things add up.
DUE: all responses are due in by Friday, October 20, 2006. Fill out the form below and hand it in to me on Friday.
The Blogs
Sharper Thesis (this one)
http://cagsproduction.blogspot.com/
http://jjpproductions.blogspot.com/
http://mas-productions.blogspot.com/
http://conman1.blogspot.com/
http://camacproductions.blogspot.com/
http://whiterosepictures.blogspot.com/
http://duke-of-farooq-productions.blogspot.com/
Now that we have set up our blogs and have been working on writing entries, I want you to move towards the second element of blogging: responding to blogs. The idea of blogging is not only to have an outlet for your ideas and writing/music/photography/art work, but also to become a member of a community.
The concept here is, for this quiz, is to comment on as many blogs as you possibly can. I will offer you the opportunity to score as highly as you want, as long as you follow the ground rules below. The grading will run like this:
If you comment on all eight possible blogs (mine included), you will receive a 35/35 (100%).
If you comment on six possible blogs (mine included), you will receive a 32/35 (91%).
If you comment on four possible blogs (mine included), you will receive a 28/35 (80%).
If you comment on three possible blogs (mine included), you will receive a 25/35 (71%).
If you do not comment on at least two separate blogs , you will receive a 0/35 (0%).
There are, of course, ground rules for this assignment. They are:
1) Responses must be posted on the separate blogs in order to count.
2) Responses must be constructive criticism based on the first film. The responses must be substantitive in nature (you can't just say "Good Job!").
3) You may offer suggestions or tips, but cannot be hurtful or destructive.
EXTRA CREDIT: If you really get into the response thing, I’ll give you extra credit! Over twelve responses will get you an extra 20/20. Don’t laugh, these things add up.
DUE: all responses are due in by Friday, October 20, 2006. Fill out the form below and hand it in to me on Friday.
The Blogs
Sharper Thesis (this one)
http://cagsproduction.blogspot.com/
http://jjpproductions.blogspot.com/
http://mas-productions.blogspot.com/
http://conman1.blogspot.com/
http://camacproductions.blogspot.com/
http://whiterosepictures.blogspot.com/
http://duke-of-farooq-productions.blogspot.com/
Tuesday, October 03, 2006
Writing and Teaching
It is inevitable that every fall I get hit with the depressing fact that in order to put food on the table I have to teach. It sounds obvious, I know. I'm a teacher. I teach. But I also create, a fact that can very easily get lost in the shuffle of everyday life. And the weird part is that if I don't create, I get terribly anxious.
Now I have had the fortune of being able to teach in a place that allows me the creative license to generate new material at will, a fact that all of my colleagues in the field decidedly don't share. But while they are busy following restrictive curriculum guides, I am busily developing and implementing new lessons, paper ideas, and activities. Before any teacher screams that teaching is a creative art!, or I create new lessons/tests/etc., too!, let me clarify. I choose, sometimes foolishly, to generate new material all of the time. I think it has something to do with my creative side coming out to play in a subconscious way. I think it means that I secretly want to write, or am too afraid to really go for it, and the new unit/lesson/test/paper somehow satisfies the creative side of my mind. And so, in the end, no new writing gets done, but some pretty interesting pedagogical materials get created. And who feels the greater loss? Me?
Perhaps.
All I know is that I should be grading essays right now. But it feels really good to be writing.
Now I have had the fortune of being able to teach in a place that allows me the creative license to generate new material at will, a fact that all of my colleagues in the field decidedly don't share. But while they are busy following restrictive curriculum guides, I am busily developing and implementing new lessons, paper ideas, and activities. Before any teacher screams that teaching is a creative art!, or I create new lessons/tests/etc., too!, let me clarify. I choose, sometimes foolishly, to generate new material all of the time. I think it has something to do with my creative side coming out to play in a subconscious way. I think it means that I secretly want to write, or am too afraid to really go for it, and the new unit/lesson/test/paper somehow satisfies the creative side of my mind. And so, in the end, no new writing gets done, but some pretty interesting pedagogical materials get created. And who feels the greater loss? Me?
Perhaps.
All I know is that I should be grading essays right now. But it feels really good to be writing.
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