Posts with the tag 'teaching'

Fantastic writing in reviews of milk on amazon

Via Dennis Jerz via Boing Boing, word of hundreds of fake reviews for a real product on Amazon, a gallon of Tuscan whole milk.

Jerz imagines quite rightly that the novelty of ordering milk from an online bookstore is the impetus for these entertaining reviews, which range in style from poetic to surreal. Many of the reviews are laugh-out-loud funny. The astonishing thing is that not only are the reviews extremely clever, but that they are extraordinarily well-written. Most of them choose an approach to the review (say, a reworking of a William Carlos Williams poem, a snooty review for wine, or the persona of an RPG gamer) and stay true to that approach throughout the review. They do not tip their hand or let on that it is a fake review. In this way, the reviews are superbly confident.

This confidence, this sense of purpose is the opposite of what I find in most undergraduate writing. I wonder, then, is there some sort of writing exercise lurking here?

Instinct tells me that writing a fake review is low stakes and the reviewers probably feel less inhibited than they do when writing a real review. The writers allow themselves to be bolder, more daring, and more creative. And I imagine some of the fake reviews were written by people who would never have written a real review.

So, what if I have my students write fake reviews? Professors are so intent on having students write “formal” and “serious” papers because we believe that is how serious literary interpretation comes about. This format obviously stifles creativity, but I’m now realizing that it also hampers a student’s confidence. So, instead of a formal essay with a tidy thesis and satisfying conclusion and five to ten paragraphs in between (which, by the way, never happens), assign students a series of parody reviews, each one to be written in a different “voice” or persona.

For example, one review on Amazon treats the Tuscan whole milk as if it were a translation of an early Italian literary masterpiece. Why not reverse the equation, and have our students write about a book as if it were something else, maybe an iPod or a decoration? Here another review imagines that the milk is a piece of furniture:

Shipping was fine, and the product was not damaged in any way, but my husband and I (both of us have college degrees, mind you, his in Engineering) could not figure out how to assemble this. No instructions, no diagrams, not even a lousy cheap allen wrench. So basically, weeks after purchase, we’re using it as a one gallon paper weight. I haven’t gotten any response from Tuscan. It earns two stars simply because it is heavy and does do a fair job of holding down the stack of newspapers awaiting recycling.

Many of the reviewers demonstrate an acute awareness of how reviews typically work, and they incorporate these formal features into their reviews. Here is one that makes excellent use of the “Spoiler alert” warning often given in book and movie reviews:

Overall, the quality and freshness of this milk was outstanding. The only thing that I found unpleasant was the seemingly acidic nature of it when it came out of my nose.
However:
**SPOILER WARNING**
This milk tends to spoil when left open in a warm place for too long.

As I say, in these and dozens of others of fake reviews, the writers are confident, attune to their context, and in a perverse way, showing a kind of mastery over the subject of their review. You couldn’t ask for more from a piece of writing.

Add comment December 14th, 2007

The Cereal Box Wall

I used to eat a lot of cereal. A lot. Three or four bowls a morning, every morning at 6am just before I went off to teach the teeming hordes of America’s youth at an all boy’s Jesuit high school.

At one point I got sick of throwing out all those cereal boxes–this was 1995, long before curbside recycling became the norm. So I began collecting the boxes, and eventually I had enough to cover an entire 10×8′ section of an interior wall in my apartment.

I snapped a few pictures of this wall, with what camera I don’t even remember. At some point in the past twelve years, again, I don’t remember, I scanned the photos (larger image). And these are the only evidence that once, in Toledo, Ohio, there was a wall of cereal boxes.

Add comment June 14th, 2007

Goodbye 2006, Goodbye US Airways

It’s been one long fall. And it’s finally come to a close. Late December is when everyone comes out with their “best of” or “worst of” lists, so I thought I’d throw together a few lists. There’s no best and no worst, simply a snapshot of some of the things that made life as a commuting professor so grueling these past five months (and which explains why I haven’t posted in weeks). Come to think of it, this is more like a Harper’s Index than a proper list…

Number of novels read and taught since the beginning of August: 13

Number of those novels featuring characters named Asa: 2

Estimated average length, in pages, of each novel: 400

Estimated number of student papers read, in pages: 1,950

Estimated time spent grading those papers, in hours: 975

Percentage of students who “stopped attending” (as the registrar puts it) but were still registered for my classes: 8

Frequent flier miles earned since August: 54,484

Number of peanut butter jars confiscated by TSA screeners under the “no liquid” ban: 1

Percentage of successful smuggling attempts of lip balm aboard aircraft: 100

Number of times the 9 volt battery, digital watch, stress ball, and random twist-tie in my carry on baggage were mistaken for bomb components: 1

Add comment December 29th, 2006

GMU Course Blogs

I’ve been fed up with the standard issue university courseware options–namely Blackboard and WebCT–so I decided this semester to wing it with my own version of courseware (what I’m calling “of-courseware”) powered by WordPress.

Although Sample Reality runs on Movable Type, I’ve been hearing good things about WordPress, and I thought I’d give it a spin. So now my Fall 2005 courses at George Mason University run on the open-source WordPress platform. The syllabi, links to online readings, and most important as the semester develops, the collectively-written class blog, are online, open to the public, indexed by Google, and just generally out there. Which is something you cannot say for courses kept chained up, locked down, and closed up by Blackboard or WebCT.

Here are the courses. The sites are in their embryonic stages (the semester hasn’t even begun yet), but I expect them to turn into full-blown resources as time goes on:

I should add that the subject matter of both of these courses–postmodern culture and new media–could not be better suited for an networked environment. It would be absurd not to develop these courses in an open, linked way, connected to the rest of the web. It’s of-courseware!

August 24th, 2005


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