My God, James Wright, I have so many questions.
I'm done commuting to Rochester, but that doesn't mean class is done. I have about 15 pages of Literature Review to write, alongside a detailed description of my Method. But the data collection tools are nearly ready to go, and the intro is pretty solid, even though research writers are quite unappreciative of the creative quirks in my writing. You want to use a fragment for what? For effect? Hu-huh, I don't think so. Get your fucking em-dashes out of here, you MFA slut.
Nobody really said that. But throughout this 3 and 1/2 week course I did have some interesting conversations about my writing. Namely with the professor, who really is a wonderful professor, who embarrassed me in front of the entire room of people I didn't know (all training to be K--6 teachers, I was the only 5--12) by saying things like:
- Jean is very, very special, everyone. Jean has an MFA. That is a terminal degree, which means that highest possible degree. She has already been teaching for two years.
and
- What do you think about that Jean? During class discussions that I did not volunteer myself for.
and
- [as a P.S. to an email to the entire class] P.S. Jean, we are so lucky to have you in this class. You have so much to teach us.
and
- Well, when Jean signed up for this class, I was so intimidated! She is just so smart! I thought I was going to make myself a fool in front of her.
Don't get me wrong, I'm flattered as fuck. But after that email to the class, I got some stink eyes when I walked in the room next day. I wanted to say: NO! I didn't ask for this! I'm not smarter than any of you! There is nothing special about me except I spent three years getting drunk and writing some poems and shit. Stop.
But class is over. I will implement the experiment I've written next year, another year when I will be ridiculously busy and have no time for implementing experiments. But the little psychologist who lives inside of me is pretty excited, and I had a good time, actually, creating my data triangulation matrix (Liz, you have to see), and I've created some data collection tools that I'm more than willing to show off. Particularly a "peer review rubric" wherein my students will review their peer reviewers. And, next year, I'll be audio tape recording a couple of peer reviews to see what it is students talk about when the have the whole class to talk about writing. My guess: school gossip, farting, shopping, and football.
The title of my Action Research Project (thesis toward finishing the fucking M.S. Education K--12) is:
Where to Start Syndrome:
Can Goal-Setting Improve the Quality of Student Peer Review and Revision?
In one year, I'll be able to answer this question. And I will have to present it to a big group of people whilst wearing a fancy outfit. Jealous? Me either.Anyway, I'm going to go to Green Bay now to get hammered.