Writers on Writing: Anthony Grafton

At the Daily Beast, via Tenured Radical and Saved by History, Anthony Grafton (whom I know only through his comments at Historiann's and TR's) on writing:

Describe your morning routine.

Absolutely. When I want to write, at home, I get up about 5, make coffee, slowly begin to be conscious. I’ll do a fair amount of other work, check email and Facebook and news sites, then I’ll bring my wife coffee and read the newspaper. It’s a long day’s reaching consciousness. By 8 I like to be at the computer and I like to write until about noon.

Do you like to map out your books ahead of time, or just let it flow?

I write my first draft on the computer. I used to write everything out by hand, but just don’t have the time, patience, or legible handwriting to make that possible anymore. I like to write quickly, so in ideal conditions I’ll have done a lot of research, made a lot of notes, before I sit down. But I don’t do an outline. By the time I could do an outline, I’ll already know what I need to say, so I’ll just sit and write.

What do you need to have produced/completed in order to feel that you’ve had a productive writing day?

If I’m writing full-time I’ll get about 3,500 words per morning, four mornings a week.

Wow, that is amazing. I’ve done over 50 of these interviews now, and the vast majority of writers aim for 1,000 words a day. 3,500 per morning is quite something.

Well, I’m sure that their 1,000 is better than my 3,500, but this is just the way I do it. I always start by rapidly revising what I wrote the day before. So it’s very quick writing, and it takes a lot of revision, but this is the way I write chapters of my books.

What is a distinctive habit or affectation of yours?

With relation to writing, I have a couple. One comes to me from Mr. Hyde, my wonderful English teacher at Andover. He started each term with a trick, for example saying, “Gentlemen, this term you will learn to write without the passive voice. Please use the passive voice. As soon you do, I will stop reading your paper and give you an F, so you will be saving me time!” His point was not that we should never use the passive voice, but never to do so without thinking. This was a wonderful way of inculcating that principle. I still feel a pang of guilt when I use the passive voice. So I try for a very active style of identified subjects doing clear things to identified objects.

One of my favorite teachers at Choate, Mr. Yankus, had a similar warning against using the verb “to be” in any essay. Maybe there’s something about boarding-school English teachers that they’ve all agreed on the same teaching tactics.

That was the second term with Mr. Hyde: “Gentlemen, now you will learn to write without the verb to be!”

Is there anything distinctive or unusual about your work space?

Well. yes. I’m looking at a full-sized replica of Agostino Ramelli’s bookwheel, on which I keep my dictionaries, and which fills about half of the small study in which I write. This was made for an exhibit at the New York Public Library in 1992. They had no room for it, so I managed to get it. I can spin my chair from my MacBook Air on which I write to the many dictionaries I depend on for reference. I’ve also got, you know, a crocodile hanging from the ceiling, a skull, a scale, an hourglass—my wife is working towards making my study into a little wunderkammer.

You’d be astonished at how many writers I interview have crocodiles hanging from the ceiling of their studies …

There’s this wonderful verb in German that means “to hedgehog yourself in.” That’s kind of what I do to write.

Do you have any superstitions?

My main superstition is that when I’m writing a piece for a review, like The New York Review, I like to write the draft in one day. I don’t feel right if I can’t do that, writing it all in one sitting.

A few thoughts:

1. It's interesting that he doesn't get right at writing, as Francis Ford Coppola and others recommend, but looks at social media first.

2. I have the same superstition about writing reviews.

3. I have wanted a bookwheel like that for years. Years!  It would go in my writing house.

4. After seeing that Joyce Carol Oates video, I would love to see a similar piece on Professor Grafton, complete with bookwheel.

5. He sounds like a gracious man as well as a smart one. If this isn't writing inspiration, I don't know what is.

MOOCs: Can we say "I told you so" yet? Probably not.

No real post because of family events but --

SJSU has suspended its Udacity courses because of failure rates from 56-76%. See also Tenured Radical and Edge of the American West.

It's the lesson of MOOC 'n Bake: MOOCs may be great for self-paced learners seeking a tech credential, or those who just want to learn more about a subject, but a substitute for real fried chicken education they're not.

But evidence-based practices and actual student outcomes have never been a strong suit for MOOC enthusiasts. Quality and student learning are not their concern; efficiency and cost containment are.

As long as someone's willing to lavish grant money on MOOCs, and as there's money to be made by mass producing and "delivering content," MOOCs aren't going away anytime soon.

At WSJ: Education ain't what it used to be, or why the humanities shouldn't be taught

Over at The Wall Street Journal is an article  so clickbait-worthy for humanities professors that I hesitate to link--but hey, why not let you see for yourself?

"Who Ruined the Humanities?"
http://online.wsj.com/article/SB10001424127887323823004578595803296798048.html?mod=WSJ__MIDDLENexttoWhatsNewsThird

First of all, I think this is the same article they run every month under a different title and by-line. It goes something like this:

When I was at beautiful Ivy or Oxbridge back in the olden days, I had an extremely famous professor (this time: Frank Kermode) who inspired me with the timeless truths of the humanities curriculum. 

Alas, there were few such professors then, and there are none today. That pesky GI bill opened education to the masses, and now students want grades instead of reading literature for timeless truths. Literature has been sullied by the grade-grubbing paws of these students. Where is the pure love of literature of yesteryear?  

Now, I have a certain sympathy for the author's love of literature because I obviously think it's important, too, and what he says about the thrill of books--yes, I get that.

But is the best way to get students to have this relationship to books, where the books help them to experience their lives in different ways, to avoid teaching the humanities?

I'm imagining students, taking 15 credit hours, working 20 hours a week at Mickey D's. What happens if you toss them a copy of The Odyssey or Henry IV, Part I, and say, "Here, kid, this will change your life. Read it in your spare time"?

Maybe they'll read it, if they have the spare time of a Thoreau.

But context counts.  Reading together counts, and talking about ideas with other people who've read the same books counts, doesn't it?

MOOC leaders leap, wonder if maybe they should have looked

In "Beyond MOOC Hype" at IHE, Ry Rivard reports that some MOOC cheerleaders are starting just now to ask the questions that the rest of us have been asking since 2011. 

After showering MOOC enthusiasts with money, Dan Greenstein has an insight:

"It seems to me, at least with respect to MOOCs, that we have skipped an important step,” he wrote in an Inside Higher Ed op-ed last week. “We’ve jumped right into the ‘chase’ without much of a discussion about what problems they could help us to solve. We have skipped the big picture of where higher ed is going and where we want to be in 10 or 20 years.”

Yup.   And Carol Geary Schneider:

Carol Geary Schneider, the head of the Association of American Colleges and Universities, worries that MOOCs can amplify the “least productive pedagogy” in American higher education, which she calls lectures followed by multiple-choice tests. But she does see potential for MOOCs to help flip classrooms so professors can spend less time lecturing in class and more time engaging students. 

“It would be a tragedy if you substituted MOOCs in their current form for regular courses,” she said in an interview. “But it would be a creative breakthrough if you take advantage of MOOCs and other forms of online coverage to make more space and more time for students to apply concepts and methods appropriate to their field to real problems.”

So Schneider does see the lecture/multiple-choice question format as less than ideal, although she does not question the "flipped classroom" model.  I'm also a little worried about "coverage," which suggests a simple transmission model of pedagogy.

But it's a start. Now if we can make them go back and read all the bloggers' posts about this, they'll maybe have some answers for our questions.

Book love

Over at nicoleandmaggie's, there's a link to a story about weeding books at the Urbana Free Library.  When the Head of Adult Services was away for three weeks, someone created a spreadsheet, red-lined every book that was over 10 years old, and, because she wanted to use part-time workers' hours efficiently, told them to get rid of every redlined book on the list regardless of use.

A couple of lessons there: just because you put it in Excel doesn't make it efficient or wise, and just because it's more than 10 years old doesn't mean that it's useless. Valuable art books, gardening books--all expensive to replace--are gone.  What do you think the odds are that the library will actually replace them?

I've been thinking about this because I've been clearing out some of my shelves to make way for the results of a trip to the City of Books. I have no more wall space for bookshelves and couldn't justify them anyway.  Books are the items that most make me a candidate for Hoarders, since I keep thinking, "well, I haven't looked at it in 15 years, but maybe I'll want to read it again sometime."

That's a harder claim to make now, with web availability for a lot of the books. My main criteria for getting rid of some copies are estimated use and also duplication: I've finally convinced myself that I don't need three copies of Tom Jones or six copies of Tess of the d'Urbervilles. 

But the secondhand bookstore near me will only take certain books, and while I dropped some off at Goodwill, if they won't take them, I can't face putting them in the recycling bin. They're not kittens, but I still want them to go to a good home.

One set I'm not getting rid of is actually a partial set: it's dispatches from Gettysburg, part of a series of Civil War dispatches published in the 1880s or 1890s. On the recent 150th anniversary, I looked at a few of them, just in remembrance.

Where did I get them?

A library was throwing them out, and I snagged as many from the free books table as I could carry before they went into the dumpster.

Writers on Writing: Revision and Revision and Revision

Right now I'm working on a chapter and it feels as though I am not herding cats, but trying to put fish in a tank that will hold them all without injuring them.  The last three chapters have felt as though they ought to be books in themselves, but I don't have that luxury right now (because: deadline!), so I keep reminding myself that selection is a virtue. I don't have to write about every book that will fit the chapter's criteria.

Here are some pieces of writing inspiration on revision.

Craig Fehrman at The Boston Globe talks about how technology changed the way the modernists thought about revision. No more dashing off an inspired piece of writing until the Man from Porlock interrupts and then throwing your pen down and declaring the poem done. For Pound, Eliot, and Hemingway, revision was all.

In all this, the most important technology may have been the typewriter. Today we equate a keyboard with speed, the fastest way to get words down, but as Sullivan points out this wasn’t always the case. In fact, a typescript offered a chance to slow down. Most Modernist writers, like Hemingway with “The Sun Also Rises,” wrote by hand and then painstakingly typed up the results. That took time, but seeing their writing in such dramatically different forms—handwritten in a notebook, typed on a page, printed as a proof—encouraged them to revise it aggressively. “Much as I loathe the typewriter,” W.H. Auden wrote, “I must admit that it is a help in self-criticism. Typescript is so impersonal and hideous to look at that, if I type out a poem, I immediately see defects which I missed when I looked through it in manuscript.”

Joyce Carol Oates apparently still writes by hand but revises via computer in this three-minute video.
http://www.newyorker.com/online/blogs/books/2013/06/video-joyce-carol-oates.html

Some highlights:
--She can "basically write all day long."
--She writes every day, as soon as she can, even before 7 a.m.
--She looks out the window and her cat keeps her company.
--Revision is "exciting and relaxing."
--Writing is "thrilling."

Yes, the video is inspiring. Yes, it will make you feel like an unproductive slug.

The Key

It was a hot day in August, and as a new grad student I had been filling out forms and getting through orientation. You know--meeting people, "here is the copier," and all that.

And then the administrative assistant handed me a small brown envelope and a card. "You have to sign here," she said. "Here's the key to your office."

I knew in some abstract way that, as a TA, I would have an office and that I would be sharing it with a few other people.

I signed, and she gave me the envelope. I shook out the contents.

It was a standard brass key, just the same kind of standard institutional key that we all carry now and don't think about.

But it was a key. And it was mine. 

I went out in the hall and just stood there for a while. I had keys, of course: apartment keys, car keys, mailroom keys. I had worked before, too: filing, cashiering, and so on. But I had never had a key in any job.

I went down to my office, unlocked the door, and put the orientation papers down on one of the chipped Formica desks. This was my desk, and this was my key.

For the next couple of days, as I was listening to various orientation speakers, I would pull out the key and look at it, and it gave me a little thrill or glow.

This was the key that someone had given me because they expected me to work and to come and go without punching a time card, something I had done in a previous job.

From this distance, it may seem a little silly or sentimental that I was so excited about this key. I've been issued a lot of them since then, and I never had that same feeling occur again.  But giving me the key was making visible and concrete and visceral something more important than what all the speakers were doing.

It was telling me I would have a place in the work world.

It was telling me that I had a voice.

A reporting question on "death of cursive"

I know I've talked about the cursive debate too much, but this time I'm intrigued with a difference in reporting.

"Is Cursive Writing Dead?" at Yahoo News:

Writing in general, regardless of whether it's cursive, may also boost brain activity, according to a 2010 study finding that preschool students who wrote out letters rather than just viewing them showed changes in brain activity when they later viewed those letters. "Coupled with other work from our lab, we interpret this as the motor system augmenting visual processing," said study researcher Karin Harman James of Indiana University in a statement. "In the case of learning letters, printing helps children recognize letters."

So far, so good. But take a look at Morgan Polikoff's statement in the article:

Anderson points critics to a recent study by the College Board, which found that SAT test essays written in cursive received a slightly higher score than those written in printed letters.

But Polikoff and others aren't impressed. The College Board study "is not evidence of anything," he told the Los Angeles Times. "It doesn't indicate that the knowledge of cursive causes higher scores."

"As we have done with the abacus and the slide rule, it is time to retire the teaching of cursive," Polikoff told The New York Times. "The writing is on the wall."

And at WaPo, a much less inflammatory and more nuanced statement. I've put the part missing from Yahoo! in bold:

Jacks and Asherson cited a study conducted by the College Board a year after implementing a handwritten portion to the SAT in which the student essay responses were coded across a variety of characteristics such as number of paragraphs, words and whether they were written in first person. The essays also were coded as print or cursive.

The study — based on 6,498 randomly sampled tests administered between March 2005 and January 2006 — revealed that 15% of the essays were written in cursive and received a slightly higher sub-score than printed essays.

"It's easier to read and easier to score," Asherson said.

Still, the study is not enough to convince Morgan Polikoff, an assistant professor at USC Rossier School of Education.

The percentage of essays written in cursive "is not evidence of anything," he said. "It doesn't indicate that the knowledge of cursive causes higher scores, but it might suggest that the kind of folks who write in cursive during SATs do so because they're probably smarter." [...] 

 "The simple fact is that cursive is not included in the common core," he said, and added that though states are able to choose up to 15% of the standards, few decide to add cursive.

"I think it's important to have nice handwriting, but the importance of having to learn two kinds of handwriting seems unnecessary given the vast method of communication is on a keyboard," Polikoff said. "One reason [to teach it] might be to be able to read historical documents and old journals that are written in cursive."

 Left undiscussed:

1. Do smarter students write in cursive because cursive helps their brain activity?

2. Or do SAT raters give them credit for being smarter because they see writing in cursive as a superior skill?

3. Is there a real correlation between cursive writing and better writing (better thoughts, better sentences, etc.), or is it just an artifact of the rating process?

4. If cursive isn't part of the common core but is taught in good schools (as nicoleandmaggie indicated), how might this affect the professed objectivity of the rating process for other standardized tests, since cursive writing could equal coming from a better school?

5. Why would Yahoo! report Polikoff's view as a "stomp out cursive" message and WaPo report his longer statements, which sort of undercut the idea that cursive is useless?

What feminism means to me

Flavia has a fascinating post up; it's by a woman frustrated because many of the women she saw at a recent Ivy League reunion had, in her words, "dropped out": they had children but didn't work (to which I silently amended, each time, "outside the home"). 

I agree with a lot of what the poster said. In fact, here's the first part of my comment over there:

 There was a TIME magazine article a few weeks ago about the "no alimony" thing. One of those interviewed said that the chances of a woman in her 50s with no work experience getting a job are slim to none. In this recession economy--and I'm sorry, but unless you're a one percenter, it's still a recession economy--they have no supports left. They live with their children, or with their families, or on disability (the new safety net), or in cars. It's horrifying. So yes, I don't know why that's not more of a concern to women who don't work outside the home.

But I part company with the poster here (from her post):

Why aren't women who drop out of the paid workforce being treated for depression, or at least urged to get counseling before they go? Just imagine the social and moral panic if a large number of upper middle-class men between the ages of 30 and 55 decided that they didn't want to work. Here's a useful tip: if you have a college education and unemployment seems like a good idea, seek treatment.

 Two or three things:

1. I don't see the decision to "drop out of the paid workforce" as a mental health issue, or a moral one, or even a "you're depriving the world of your talents" one. There are thousands and thousands of under- and unemployed lawyers, college professors, and other people, well-educated and otherwise, who don't have jobs in this economy. If you're not working, you may be depriving yourself, but you're doing someone else a favor.  Rather, I see their decisions as a personal or family issue governed by economics. 
2. Now, I may think it is foolish not to work because: divorce! poverty! old age!, but elite women don't have a duty to stay in the paid workforce today, any more than, 100 years ago when Teddy Roosevelt was urging "elite women" to have eight children and stay at home, they had a duty to do that, or 50 years ago, they had a duty to stay home. It's their choice.
3. I do get the economic argument. I have seen/known examples of the horror stories: of women impoverished when their husbands hid assets and took off with the girlfriend, convincing sympathetic judges that minimal child support was all that was needed. But still, if they know that and it doesn't scare them, it's their choice.
4. That, as I understand it, is the point of feminism: to give women choices, not to prescribe what they ought to do. I get that this may be "serving the patriarchy," but after pointing that out, we need to recognize that it's a choice.
5. I am also not worried that somehow elite women's voices will be silenced, although maybe I should be. As I read various media outlets, I'm confident that the world is never going to lack for elite women's voices, though other perspectives are a little less prominent. (Incidentally, I think the whole "elite" issue is a little troubling: is it just the elite women who can afford to opt out, or is it that they're the only ones that the media outlets are worried about because they are "more important"?)
6. Some men do "drop out." Some women make more than their partners or support stay-at-home partners. 

I sympathize with a lot of what the poster has to say, but the two things feminism has taught me, as I have listened to various "you should do this" prescriptions over the years, are these: (1) learn as much as you can, but trust your own judgment; and (2) if people make a different judgment or decision from yours, that's all right, too.

No more DOMA: Once in a while, the Supremes get it right

Not a real post: I just wanted to say hooray for striking down DOMA.  Once in a while, the Supremes get it right!

Mad Men Season 6 thoughts

Spoilers ahead!


Mad Men's penultimate season is over, and except for their making a guest appearance on this blog as my dream writing group, I haven't been writing about them here. There's too much other good commentary on the web (Tom and Lorenzo, Alan Sepinwall) to read out there, and also a lot of clueless commentators (really? draft status as "A-1" instead of "1-A"? Didn't you watch the series at all? It's a draft status,  not a steak sauce.). There was a lot to like this season (Kenny tap-dancing! A merger caper episode!) and a lot that was intended to, and did, make us cringe.

Here are a couple of additional observations about the last episode:

1. Set design for the win: As Pete and his brother sit contemplating their mother's death when she falls overboard on the SS Sunshine, all that's between them is a desk. And a model ship. And assorted other nautical knickknacks that signify old money but become humorously ironic given the circumstances.

2. Tom and Lorenzo probably have this one already, but when Pete and Bob are on the elevator--you know, the "Not great, Bob!". elevator--Bob is holding what's probably Pete's garment bag. It's in a Black Watch plaid that Pete wears often, including in his scarves, and Bob doesn't usually do plaid. He's holding Pete's future, is he? Yes. Yes, he is.

3. When Pete gets in the car at Chevy, the whole thing about going backward if he doesn't know how to drive stick didn't ring true to me.  First, if he didn't engage the clutch, which he wouldn't have because he doesn't know how to drive a standard transmission car, the gear would just make a grinding sound and not go anywhere. It takes practice to get the gas/clutch foot action right. If he did engage the clutch but didn't give it enough gas, he'd get the same sound, or the car would stall. The Chevy guys would yell the traditional "Hey! Grind me another pound of those gears" before looking disgusted by his ineptitude.

 Also, first gear is easy to find, as Bob tells him.  Reverse is always trickier. On every four- or five-on-the-floor standard car I've driven, it's always a little outside the standard H-pattern of the gears (sort of like a subscript of the H) and is harder to engage than the rest: you have to push backwards a little harder. That's to keep nimrods like Pete from engaging it, I suppose. That Pete could find it, get the gas/clutch ratio right, and go backwards without stalling is kind of miraculous, though it made for great unspoken theater.  "How are you at driving a stick shift, Pete?" "Not great, Bob."

4. Lots of commentary out there has focused on the poster (double Dons) and on all the doubling: Bob Benson/Don Draper, Sally and Peggy as "daughters" whom he disappoints, Ted Chaough as "good Don" to bad Don, Jim Cutler/Roger Sterling (and what a bonus both of them are to the show).  One of the best may have been the TV in the bar tuned to Bewitched just before Don punches the preacher. It was focused on Larry Tate, an adman whose sole character trait was being pathologically fearful about what clients would think.  Our Don? Not so much.

But what about Duck Phillips as another double? Don brought him in to Sterling Cooper and then forced him out. The two shared Peggy, Don platonically and Duck physically, and both have tried to poach her on occasion, Don for SCDP and Duck for his own agency after he'd been dismissed for drinking. Duck roams the SC halls and has a fight with Don, which is just about equally matched--two men of about the same age, war vets, alcoholics, with families that they've deserted. Don brings a dog home, and Duck leaves one behind. Both have a scatalogical reference moment, Duck when he goes into Roger's office and Don when Roger yells at him after the meeting.

But Duck is a survivor, a redemption story. Even after he drunkenly tries to get Peggy back to start his own agency and seems absolutely out for the count, Duck resurfaces as a reasonably successful headhunter. He calls Pete and tries to get him to look for another position, and he checks the references of Bob Benson. He's brought in --going up--on the elevators with the new candidate as Don is going down.

5. There's a trend in television now that I think of as Misery Theater: how much can you punish or torture the protagonist for his or her sins and still keep the audience's attention? For you Game of Thrones fans, let's call it the Theon Grayjoy rule, or maybe we should just call it Degradation Limbo: "how low can you go?"  I know that Don has to be punished mightily for cheating, lying, drinking, gluttony, avarice, lust, and whatever else is going on this season, else why would he have been reading *dun-dun DUN!* Dante in the first episode?

But come on, Matt Weiner. It's getting to be too much. We want to see more pitches, maybe, or some more mergers, or maybe just to see Don get a clue or Peggy and Joan catch a break.  We don't want this to turn into Breaking Don or Game of Accounts. Season 4 was grim and had Don hitting bottom and being redeemed, or so we thought. Then--fooled ya!--he's back hitting bottom again, doing the same things that destroyed him the first time. I don't think we can take another season of this kind of destruction without relief.

6. Speaking of injustice, in what world is it right that Jon Hamm has never won an Emmy for this role? He is brilliant in this series.

Your thoughts?

Slate: "In the Ivory Tower, Men Only"

In Slate, Mary Ann Mason suggests that for female academics, having children is a "career killer." 

She's a Dean and has done the research and all that, so I'm not going to argue with her, especially since so much of what she says is what we all recognize as true (and now have stats to back it up).

A few bullet points of response:

• "In our study of University of California doctoral students, 70 percent of women and more than one-half of the men considered faculty careers at research universities not friendly to family life." I wonder if this isn't more true at (1) top 10 universities (2) in the sciences than at other types of universities.  It's not that it isn't true, but is it equally true for the humanities?
• "There is some good news for women. The second tier is not a complete career graveyard. We have found that a good proportion of those toiling as adjuncts and part-time lecturers do eventually get tenure track jobs."  That is good news, and I'm glad that Mason's research supports this. 
• "Among tenured faculty, 70 percent of men are married with children compared with 44 percent of women." 
• "Women who achieve tenure are more likely than men to fall into the midcareer slump. They take longer, sometimes much longer, to be promoted to full professor, the top of the academic ranks. For the first time in the career march from graduate school, children do not make a clear difference in their career slowdown."  You know what does make a difference? Being asked to do just one more service thing, and then one more, and then one more and not saying no. Learning to say no is the key, I think, especially to things that are "collegial" but will go nowhere in your  tenure and promotion folder. 
• "Men and women retire at about the same age, but women have less income to rely upon in retirement; their salaries at retirement are, on average, 29 percent lower." Not a happy statistic, but good to know. 
• "It is important for women to become more assertive at faculty meetings, to negotiate starting salary, to argue for justice in the promotion process, as Sheryl Sandberg argues in Lean In." There's quite a bit of chicken-and-egg reasoning here. "Become more assertive at faculty meetings" as an adjunct (says I, who was one for a long time), and you might find yourself unemployed, although to be fair, no place I've ever worked operated in this way. Become more assertive as t-t assistant or associate, and you'll get the "Great idea! Why don't you study this and write a report on it" time-sucking committee laid at your door.   Being assertive is not an unalloyed good. What battles do you want to fight, and are they worth it if you are an untenured assistant or not-yet-full associate? You need to decide. 

• "For instance, at Berkeley, after enacting several new policies to benefit parents, including paid teaching leaves for fathers, job satisfaction scored much higher among parents, and more babies are being born to assistant professors." Again, this is good news, because if this more family-friendly attitude is going to spread, it has to start from places like that so that other institutions can see that it works. 

This issue of women in academe is different from Lauren Sandler's "great writers have only one child"  essay on the Atlantic's site, which I took to be one of its ongoing attempts to stir up Teh Wimmenz (hello, Caitlin Flanagan!) and looked at primarily for Jane Smiley's response.  

Does having only one child make a difference? Who knows? What are the other common variables? Did the great ones all eat granola for breakfast? The two main things seem to be (1) good child care and (2) having a personality best described as "driven," which really means disciplined and focused on writing. It's a little disheartening, though, to see how fast the commenters went to "X is a bad mother!" "No, she isn't!" to prove their points.

To paraphrase Raymond Chandler, I sometimes think that these sites are saying to us, "let's you and her fight" rather than something substantive by posting these things. Mary Ann Mason's post wasn't one of those but an honest attempt to look at a problem. 

The Mad Men dream writing group, SCDP/CGC version

If you don’t have an in-person writing group, your dreams will apparently supply one.

I was working for a firm that turned out to be an academic version of Sterling Cooper Draper Price/Cutler Gleason and Chaough from Mad Men.

Someone stopped by my office to tell me that the read-through was today. "Read-through?" Yes, employees who requested it, and apparently I had, could get the firm together to discuss what they were working on. The meetings were only an hour, but they'd all give feedback.

We all gathered in a room--fittingly, Bert Cooper's office*--and sat in a circle, some on the floor and some in chairs, crowded together. An anonymous junior copywriter began to read it, with feeling and slowly.  Mercifully, Roger Sterling wasn't there, but Peggy and Ted Chaough were giving it their most earnest attention. Don was, as usual, AWOL.

As he read, people began to wonder aloud "why are you talking about this now? Where is this leading?" I lunged over to Cooper's overflowing desk, grabbed a steno pad and a ballpoint pen that was running out of ink, and started taking notes on their reactions.

"This reads pretty well, but I still don't know why you're telling us this."

Then another reader took over and said "This has some rough language." They all nodded, and she began to read and even to sing parts of it. She read the parts where it said "insert reference here" and "talk about that other instance of the same idea." Loudly. With feeling.

I tried to say things like "I didn't know you'd read this particular draft" and "It's not quite ready," but no one paid any attention.

The hour drew to a close, and I had not yet sunk through the floor. I had pages of scratchy handwritten notes and reactions written down in the steno pad.

Gene Siskel, who apparently worked at SCDP/CGC, stood up. "I have to go. I think this has  promise, but you should get to the point sooner. Right now I'd give it a thumbs-sideways."

Peggy smiled, and Ted Chaough said, "Don't worry. At my first meeting, I thought I would have to quit and become a professional babysitter. It's pretty good."

Bert Cooper said, "That's all right, dear."

Meeting adjourned.

*For those who don't watch: Bert Cooper has no office. 

For the research junkies among you: index cards

At The Junto: A Research Blog on Early American History, there is a post that is pure delight for everyone who loves to read about the research process. (Come on, I can't be the only one!)

Once I got to an archive, I created a new Word document for each collection I looked at. As I read, I transcribed the quotes I thought would be useful for me, making sure to note in bold when a volume changed over to the next volume. As I transcribed, if I came across a quote that immediately gave me something to say, I’d make a note to myself using all caps so that I could spot it easily when skimming a document. I should say that sometimes these notes were useful, and sometimes they were completely useless; at various points during the write-up stage I found myself vehemently crossing out my capitalized notes.

The author, raherrmann, then used to put these word documents into 3 x 5" formats and print them onto index cards, though how this happens exactly--does Avery make sheets of index cards? do you stack them up like photo paper?--isn't specified.

The end result is a stack of index cards that you can shuffle around, with page numbers to help you put the whole thing back together. Doesn't this sound orderly?

I've tried with index cards a few times just to see if it will help my writing process, but I am too impatient to type everything out in this way, although like raherrmann, I take copious notes and transcribe a lot at archives. I always go back to the tried and true.

To wit:

• books bristling with translucent colored tags or post-its piled high around me
• a nest of printed Word documents in front of me
• a yellow pad with "Don't forget to write this!" and a lot of handwritten things on it
•  more Word documents open on the computer.  

Each book has a special place, too, depending on how soon it's being used: side bookcase, bookcase above the desk, space ahead of me on the desk between keyboard and monitor, space to the left of me on the desk. It looks as though I've built myself a book fort and have drawn up the ladder behind me.

Evernote would be smarter, probably, but I can't get the hang of it. If it's in a file, even if it's an Evernote file, it's invisible to me. It doesn't help that I've never gotten it to read handwriting, as it's supposed to do, and that sometimes the things I think I've captured on the web are blank.  I know I'm doing something wrong, but it takes too much time to figure out.

Scrivener has helped immensely with making the whole manuscript in chapters visible at once, but if I put research in the research folders, I still forget about it. The research journal has helped, too, since I can search for terms and see what I thought about something.  750words.com lets you download all your daily writing as a text file, so that's searchable, too.

But wouldn't it be great to have all those thoughts in index cards ready to be put together?

What's your research/writing process?

At The Chronicle: Don't like teaching? It's okay to fake it.

At The Chronicle, "I Don't Like Teaching. There, I Said It" is part of the "Do Your Job Better" series. (Huh?)

The advice that "Sidney Perth" gives is pretty straightforward: if you don't like teaching, fake it and don't worry about it.  Liking teaching isn't the same as being a good teacher, he says.  Good teaching behaviors make a good teacher. You don't have to like it; you just have to care about it.

Part of this rings true.  I can write a good administrative report, but that doesn't mean I like to do it.

I like to teach. I like the process of discovery, both mine and the students', and I like the energy of a good class discussion. There's an excitement to that process, which is probably why the MOOC idea is so threatening to me. Not every class is going to be great, not every student is going to appreciate what you do, but enough do to make the whole process worthwhile.

But why would you spend your life doing something that you really don't like? This is the part of the article that fascinates me. It can't be the low pay, or the long hours, or the Hunger Games-type competition for positions, or the sitting-over-a-dunk-tank feeling you get every time some fool on the internet or in the legislature decides that the humanities are the problem with the good old US of A.

In fact, I'd disagree with one part of his premise, which is that not liking teaching is like not liking puppies. If you profess too great a love for teaching, especially if you're female, that can be scanned in some people's minds as "isn't serious about research." Is this article really a humble-brag about loving research instead of teaching? I don't think it is, because he doesn't mention research.

Do you like to teach? Would you do it even if you didn't like it?

Wait, what? So Coursera wants to be Blackboard when it grows up?

This Inside Higher Ed article about MOOC partnerships has me confused. Instead of offering free education for the masses, and definitely not the classes, Coursera has another business model in mind, and it's coming soon to a state university near you.

But some universities will try Coursera to see how well they can use its software to offer traditional for-credit online classes to dozens of registered students at once. If universities like the platform, long-time industry players like Desire2Learn and Blackboard could find themselves with new competition.

 If a little competition will improve Blackboard, I'm all for it. I think, though, that what they're talking about is selling content modules of the sort that a lot of textbook providers already have available for Blackboard.

Koller said she now wants people to start thinking of Coursera content as

a textbook.

Figure 1. Daphne Koller tries a different approach
to explain MOOCs to wary faculty members.

Clever girl, Daphne Koller. Since faculty have been making a fuss, the message has changed from  "MOOCs are shiny and good for us all" to  "Don't fear the MOOC! It's just a talking textbook."

But the dream of a professor-less class, or an unprofessor class where knowledge of the person in the room doesn't count, hasn't died yet:

SUNY's associate provost, Carey Hatch, said the system also plans to offer incentives to campuses to develop and consume online courses that meet general education requirements. Some courses could be “guided MOOCs” where a SUNY instructor helps SUNY students work their way through a course that was created by another institution. 

See that "develop and consume"? How much will state universities be allowed to develop, and how much will they have to pay to "consume" content that they probably already have in their "online classes that meet" gen ed requirements?

“We hope to reach more students with the existing faculty that we have,” Hatch said. 

"Reach more students with the existing faculty that we have"--I'm confused again. Does mean that state schools' "existing faculty" will get to grade and tutor more students than ever before but still will not be allowed to run their own courses?

To partner with so many institutions, however, Coursera will sidestep a contractual obligation to primarily offer courses from members of the Association of American Universities or “top five” universities in countries outside of North America. It will do so by creating a new section of its website to house material from the less-than-elite state universities. This different section will offer MOOCs but will be branded in a different way.

Figure 2. Don Draper didn't get the account,
but the Coca-Cola of ketchups is
still iconic as a brand.

They really aren't kidding about perpetuating class structures with this model.  You can buy Heinz, or you can buy store brand ketchup, but it'll be absolutely clear on everyone's transcript.

You'll be shocked to learn, in a follow-up article at IHE, that SUNY faculty weren't told about this brave new plan for their futures until after the administrators had made it a done deal.

MOOC partnership in the classroom

First, a riddle:

Q. How is MOOC news like a bag of potato chips?

A. First, you can't stop eating them, and then you can't stop offering them around to all your friends, regardless of how bad they make you all feel the rest of the day.

Here, from the Chronicle, is what a MOOC-infused class looks like:

The San Jose State instructor ran his edX-infused course as in a fairly standard "flipped" format. He would instruct students to watch Mr. Agarwal's short lectures before each class session. Mr. Ghadiri spent the first 10 minutes of each class answering questions from his students about the MIT professor's lectures. Then he typically spent 10 minutes giving his own lecture: a summary of the most salient themes from Mr. Agarwal's lectures, plus some original material. 

After that, Mr. Ghadiri divided the 86-student class into groups of three and had them do worksheets on the lecture material. The instructor and his teaching assistants fanned out across the classroom, observing the teams and giving them tips when they were stuck. Finally, Mr. Ghadiri gave the students a quiz to take on their own. Mr. Ghadiri says he wrote all his own quizzes and worksheets.

So, as an instructor, you get to:
1.  Repeat another person's lecture, emphasizing what he or she thought was important. The students thus get the MOOC information twice. Wasn't the flipped classroom supposed to save time?
2. Answer questions about another person's lecture.
3. Create worksheets and quizzes.
4. Grade worksheets and quizzes.
5. Spend extra time prepping by watching another person's lecture.
6. Tutor students.

The fun part is all outsourced--getting the information together, presenting it to a live group of students with plenty of interruptions and extemporaneous ideas exchanged.

But don't despair.  You still get to grade.

Temple Grandin smacks down Malcolm Gladwell's 10,000 hour rule: a MOOC post

Over at Wired, in "Your Genes Don't Fit: Why 10,000 Hours of Practice Won't Make You an Expert," Temple Grandin and Richard Panek take on Malcolm Gladwell's 10,000 hour rule. Citing Gladwell's well-known example of Bill Gates's computer opportunities, she describes her own similar experience:

Now let me tell you the other side of that story. In the late 1960s, when I was a student at Franklin Pierce College, I had access to the same terminal as Gates — the exact same Teletype terminal. The school’s computer system tapped into the University of New Hampshire’s mainframe. So I had as much access as I wanted, and I had as much firepower as I wanted, and it was all free. And you’d better believe I wanted to spend as much time as possible on that computer. I love that sort of stuff; I love to see how new technology works. The computer was called Rax, so when I turned on the computer, a message would type out on paper: Rax says hello. Please sign in. And I would eagerly sign in.

And that was it. I could do that much — but that was all. I was hopeless. My brain simply doesn’t work in a way that allows me to write code. So saying that if I’d spent ten thousand hours talking to Rax, I would be a successful computer programmer, because anyone can be a successful computer programmer, is crazy.

I say: Talent + 10,000 hours of work = Success. Or to put it another way: Nature + nurture = Success.

Others say: 10,000 hours of work = Success. Or to put it another way: Nurture = Success.

This one-size-fits-all approach to learning seems to me the fallacy--okay, one of many fallacies--of the MOOC paradigm.  Even if you grant the following MOOC cheerleading points, which are repeated ad nauseam as fact by The New York Times--

• That all classes, everywhere in universities, are terrible 1000-person lectures where bad Podunk U teachers drone on to disengaged students;
• That bad Podunk U teachers, which includes everyone not in a MOOC affiliation, only know how to lecture from yellowing notes and have no idea how to engage students in discussion;
• That video lectures are much, much better than in-person lectures because they are shiny and from "the best of the best";
• That those who are against MOOCS also hate baseball, puppies, and humanity

--you are still left with this question: how do you tap into students' varying talents and abilities? 

A MOOC will let you put in the 10,000 hours. It's never going to know the difference. Will it lead to inevitable success, though?

I'm not talking about learning styles but the differences in individuals that you see in any class where there's discussion--that is, any humanities class. They all have talents, but how do you reach them? 

Do you think that Eager Keener in the front row, who has her hand up for 30 minutes out of a 50-minute class, would do well in a MOOC? She might, but how would she (1) receive the affirmation that she so obviously craves and at the same time (2) learn how to share attention and listen to other members of the class without a real live teacher who brings out those abilities?

Or what about Slouchy McBaseballcap, who sits in the back row and is terrified lest his cool be shattered by answering a question?  Sitting for 10,000 hours in front of a computer screen might be just his cup of Red Bull, and in fact, he probably does it already with WoW or Minecraft or something. But how is he going to recognize other talents for analysis, writing, and discussion if there's no live teacher? 

If 10,000 hours in front of a screen were all that mattered, Sunrise Semester would have educated everyone already. But there's more to it than that. 

On Writing: 5 Internet tricks that compel (and sometimes annoy) readers

In flying a lot on Delta recently, I looked at the in-flight magazine while waiting for takeoff (no iPads allowed) and, fueled with rage, was just about able to fly without the plane. The magazine featured  a  special cheerleading section on MOOCs transforming education. Sample quotation: "Who wants to take a course from some professor at Podunk U when you can learn from the best of the best at Harvard and MIT?"

Anyway.

Due to the research trip and some life events (some positive and some not), I'm having to restart the writing schedule. I started wondering what would happen if we all took a leaf from the web in terms of writing.

1. Breaking prose into smaller sections and subsections.  This is an old truism for web writing, of course, and Twitter and Facebook have made it into an art form. Even a long news item on a web page is constantly broken up every 200 words or so by an invitation to click away to a related story.

Are current academic books and essays more likely to be broken into smaller sections because of this? Books always have had chapters, of course, but now books have subsections every few pages. I've noticed this with some of the recent books I've read, but maybe that's just the books I've read and not a trend.  What do you think?

2. Is standard narrative now less compelling than a Q & A or random format? I'm asking this in question form because the types of articles that would usually get a standard headline at, say, the Reuters site often gets a headline recast as a question by the time it gets to the Huffington Post. No matter how much I think I know the answer, a question always compels me to click on it--and, judging by the ubiquity of the making-headings-questions format, I must not be alone. Think also about books like Paula Byrne's The Real Jane Austen: A Life in Small Things, in which a life is told through objects rather than in a standard narrative.

3. Numbers in titles.  This is another compelling (but annoying?) trend, and one that often leads to one of the most annoying web developments, the slideshow. You see a title like "5 Unsafe Bridges" and click on it, only to find that the actual information requires more clicking.  But it works. Is it because you know exactly how many nuggets of information you're getting, like the old Liberty magazine tradition of posting reading times?

Would people buy more academic books if they were called things like Ten Things You Need to Know about Charles Dickens or TMI: Five Sexy George Eliot Heroines and How She Punishes Them?

4. Visualization and humor and the graphic rendering of texts. We like humor on the internet, and we like cats, and so what better way to learn about gender performativity than "Judith Butler Explained in Cats"? Putting together this kind of presentation could help students learn, especially if they're creating the presentation. Could someone create, and would you assign, a theory comic book? Or would it be better to assign students to collaborate on making and illustrating one (each choosing an author) and then sharing it with the class?

5. I don't really have a fifth point, and if I did, I'd make a slide show to make you work for it.  It's just that the numbers in titles are always some multiple of 5.

Thoughts?

Writing inspiration: on time and timing

When I was a kid, summer days and Saturdays were a gift. This was before all the play dates and soccer scheduling that kids have now, so if you were up and dressed and breakfasted by 8 or 9  a.m., the whole day was yours.  In fact, if you weren't out and on your bike and knocking at a friend's door by about then, your mother might say, as mine did, "If you can't find something to do, I can find you something, like cleaning your room." All the moms did this, and all the kids were outside and around the neighborhood.

I vividly remember that exciting feeling of waking up and having the whole day ahead of me, as though it were a present. On the first few days of summer, the feeling of having that free time was almost overwhelming. What to do first? Put on a play? Make a camp in the woods out back to play "old-fashioned days," which was one of our favorite things?  It wasn't an endless summer, like that clip that Historiann posted the other day, but it was close.

I'm feeling a little that way this summer. I'm not teaching summer school (obligation #1 removed) and have been in touch with the editor (obligation #2 and feeling of guilt removed). I've made a long-anticipated trip to the archives (obligation #3 removed and incentive gained), and, although there's still some mandatory travel ahead, I'm seeing what I hope are some good and productive days ahead.  I also have a good sense, as I did not in previous summers, of what needs to be done, though I'm still overwhelmed a little by what needs to be done first (which chapter?).

So I have the time, or at least some of what I need, and the timing is right.  It's not an endless summer, but I counted up the days and I can, with luck, get it done.

EdX finds a way around SJSU Philosophy Department's Principled Stand

From Community College Spotlight, which asks a question that we've all asked more than once around the blogosphere: "Is Online Learning for Steerage?"

Apparently the SJSU Philosophy Department's principled stand on EdX's course doesn't matter because--surprise!--EdX found a way around it:

Provost Ellen Junn said nobody had told the philosophy department to use the Sandel course, however several professors said they felt pressured to offer it. Peter J. Hadreas, who chairs the department, “said that administrators had now arranged to offer it through the English department, reinforcing his concerns that it would be taught by professors who are not trained in philosophy and would be especially reliant on the edX materials.”

Nice to know that disciplinary content doesn't matter to some administrators when free and shiny courses are involved.

In K-12 news, students in Louisiana were surprised at being signed up without their knowledge for the for-profit courses (called Course Choice) offered by the private company FastPath Learning.  FastPath offers a free tablet for signing up, and you don't even have to pass the course or turn in the tablet at the end.

Pop quiz, since we are being MOOC-like today: Where does the money for FastPath Learning courses come from?
a) the already limited funding for classroom teachers
b) administrative savings
c) all the high-tech bigwigs promoting it

Bonus question: In all likelihood, the EdX philosophy course will be "facilitated" or whatever glorified tutoring option is available by
a) tenured faculty who have already said "oh, hell no"
b) part-time faculty who fear losing their jobs if they say no

In the MOOC tradition, you can score these answers yourself.

Short blogging break and some MOOC articles

Travel and a research trip, about which I'll write later, but for now, a couple of thoughtful posts on MOOCs:

An article on the MOOC business model by CUCFA President Robert Meister:
http://cucfa.org/news/2013_may10.php

Sample: The educational Commons you propose is one in which the private owners of instructional platforms like Coursera will appropriate without exchange profitable information that can eventually be used to determine how much rent can be charged for access to the “Common” based on our personal, demographic, academic, and income profiles. (For this purpose you could correlate our unique user identity and online performance with other databases in existence or yet to be developed.) The free educational “Common” that Coursera’s business model promises is already programmed to be enclosed as private property. Your eventual entry fee can be dynamically priced (like airline tickets) to reflect the changing levels of student optimism or desperation about the future on which your long-term marketing strategy relies.

"Is College Moving Online?" by Nathan Heller at The New Yorker.
http://www.newyorker.com/reporting/2013/05/20/130520fa_fact_heller

Sample: “I was surprised at the outcome,” David W. Wills, a professor of religious history at Amherst, told me. “It seemed to come down the road as something that was going to happen.” Wills started out being open to moocs, he said. But the more he heard the more his concerns grew, and none of edX’s representatives seemed able to address them. “One of the edX people said, ‘This is being sponsored by Harvard and M.I.T. They wouldn’t do anything to harm higher education!’ What came to my mind was some cautious financial analysts saying, about some of the financial instruments that were being rolled out in the late nineties or early two-thousands, ‘This is risky stuff, isn’t it?’ And being told, ‘Goldman Sachs is doing it; Lehman Brothers is doing it.’ ” The language he heard from edX, he said, was the rhetoric of tech innovation—seemingly to the exclusion of anything else—and he worried about academia falling under hierarchical thrall to a few star professors. “It’s like higher education has discovered the megachurch,” he told me.

He and others worried about what this might do to smaller preachers. “I have to say, it turned my stomach to think that we were going to be making decisions about other people’s jobs in a discussion to which they were not party,” Adam Sitze, a member of the department of law, jurisprudence, and social thought at Amherst, told me. “Some very brilliant people are at institutions that are not wealthy.” In a meeting, one of Sitze’s colleagues, the political theorist Thomas L. Dumm, described the conveyance of moocs to weaker universities as “eating our seed corn.”

And from earlier in the article:

“I could easily see a great institution like Harvard having a dynamic archive where, even after I’m gone—not just retired but let’s say really gone, I meandead—aspects of the course could interlock with later generations of teachers and researchers,” Nagy told me. “Achilles himself says it in Rhapsody 9, Line 413: ‘I’m going to die, but this story will be like a beautiful flower that will never wilt.’ ”

Comment: There's a thin line between immortality as a beautiful flower and immortality as an undead zombie that eats the brains of the living.   

MOOC 'n' Bake

I recently listened to Jane Maas's Mad Women: The Other Side of Life on Madison Avenue in the '60s and Beyond. One of the entertaining stories she tells (and they're all good) is about what happened when the people who invented Shake 'n Bake in the 1960s tried to introduce another product. (Apologies to Ms. Maas if I get the details wrong here.)

Shake 'n' Bake was wildly popular. What's not to love about seasoned crumbs that you can put in a bag, shake up with chicken, bake, and eat? It was not pretending to be fried chicken, but it was easy (and in the 1960s, cooking for most families was all about easy) and kids would eat it.

In other words, it was what it was: easy to fix and tasty. The results could be replicated in any kitchen. It was a hit.

But then someone thought, "Hey, why don't we make a product with batter so that it can be like real fried chicken? Wouldn't that be even better?" They tested this extensively, selling packets that would become batter if you added water, and debuting the finished product in focus groups. It tasted great, so they went ahead.

Then they rolled it out into test markets, where it sank like a stone. Why? The focus kitchen product tasted great. People liked it. Why wouldn't housewives buy it?

Turns out there were several reasons. First of all, who wants to knead raw chicken in a bag of goopy batter and watch said batter slide off the chicken parts? Second, if you didn't fry it in the right temperature of oil, it was a soggy mess. Third, it had an unfortunate tendency--well known to any of you who've added wet anything to hot oil--to whoosh into a fireball. The fireball thing kind of put the kibosh on the product, which was quietly deep-sixed.

In other words, only under the exact right conditions could this superior product be created. It could not be repeated en masse or by just anyone. It was a failure.

I think there's a lesson here.  There was hype, and enthusiasm, and a limited report of success that depended on a lot of conditions that couldn't be replicated in ordinary circumstances. If MOOCs are Shake 'n' Bake--and that can be good, and MOOCs can be good, for particular purposes--why are others trying to make them be fried chicken, when that requires more expertise and special preparation?

I thought of this when reading WaPo (h/t, as seemingly always, to Jonathan Rees) with this line from Eric S. Lander: "But MOOCs such as his might offer some professors elsewhere a chance to spend less time preparing and delivering lectures and more time working hands-on with students."

My question for the day: would the MOOC superprofessors be willing to reverse the roles? Would Eric S. Lander be willing to spend all HIS time "working hands-on with students" after having having the creative portion of his class outsourced to a MOOC? What if he's doing the tutoring instead of the lecturing? What if he has to spend time listening to someone else's lecture and referring to it when he goes into class to work with students? 

If there's a true commitment to MOOC principles, shouldn't there be turnabout in who's driving and who's riding shotgun? 

NY Times Q: "Is Cursive Dead?" (A. It's very sick!)

The New York Times has weighed in with one of my minor obsessions, cursive handwriting and poses (not, for the love of God, begs) this question: "Is Cursive Dead?"

Answer: Well, yes, kinda, sorta.

• There's an education expert who uses "impact" as a verb and says he personally doesn't use it, so it sure is dead.  
• An archivist who doesn't want it to disappear. 
• An occupational therapist that says brain science (true!) shows that it helps develop portions of the brain. 
• A handwriting expert that says a hybrid works just as well. 

My take?

• Pro: It helps with brain development, and it reaps a more useful benefit than Baby Einstein videos. 
• Con: On the other hand, teachers have enough to do. I'm not in the K-12 trenches, so I'm not sure that I get a vote.
• Pro: As far as cursive becomes elective in the schools, it'll become a status marker, like languages or other such "useless" knowledge. The ruling class will know it, and by those markers will know each other. The grimy proles like the rest of us will not. If we are working on increasing class stratification in this country by educational methods as well as by redistributing wealth to the top 1%, this is just another step in the process. 
• Addendum: I am still befuddled by how hard this culture says it works to develop everyone's brainpower and potential yet how loudly it howls whenever anyone is asked to do anything but the bare minimum of learning, saying that people are learning "frills." Since when can learning anything not about the Kardashians be considered a frill? 
• Con: The argument "we haz the shiny things now and we type instead of write" doesn't cut much  ice if you need to handwrite something, but that can be taken care of by printing, mostly. 

Conclusion: I like cursive handwriting aesthetically and intellectually, but I can't make a case that everyone needs to know it or teach it. They do need to know how to read it, though, which one of the experts says can be done in one hour with no followup. 

Your thoughts?