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Transforming the Imaginary:

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Created: March 25, 2001
Latest update: March 28, 2001
E-Mail Curran or Takata.

Susan and Mac and Gale in Wisconsin

This is the story of how our workteams prepare papers for professional conferences. Most of us are limited in our imaginary of this activity by the dominant discourse conception of writing professional papers as scholastic drudgery, such as many of us have experienced with term papers. But that's an adversarial perception fed us by the dominant discourse of how academics and academic discussion are "meant to be."

Date: Sun, 25 Mar 2001 11:17:21 -0600 (Central Standard Time) From: Susan Takata To: Rebecca McLaughlin cc: Gale Horton , Jeanne Curran Subject: Re: Outline

yes, mac -- there is much overlap here. but that's okay. you can probably use the same outline as gale but change the focus (the body of the paper to the web board experiences), plus instead of gales' story, add your own biographical situatedness (narrative of experiences). and certainly the ASC paper on transforming the imaginary has some good analysis (reactions and results to fall 2001 courses). how does that sound?

this outline looks fine, mac. why do you keep banging your head into the hard wall? you've got all the pieces (don't dump any of the previous stuff!!). like gale, it's just a matter of puzzling the pieces together. the paper is probably done in pieces and in your head (if you'd quit banging it). just needs puzzling and pasting together. that's all there is to it. we'll work on it tomorrow (Monday). everything is just fine -- mac! (and gale, you too. things are just fine. you both don't need to panic. at least, not yet. LMAO (thought i'd use your terminology so you'd understand where i'm coming from)

susan

On Sun, 25 Mar 2001, Rebecca McLaughlin wrote:

Oh man......... maybe I should give up! lol Susan, wanna write my paper? Gale, game for 2? Cripes! Too similar! Am I THAT dense here or are we not communicating? MUST be one of the two! Gale, what I have so far is a good portion of of the middle of your outline! I thought I was covering the message boards aspect?

Ugh........ How about I write about our last 2 months of academic discourse and explain how I never understood how to write a paper about it!? How about that buzzing feeling in my head after I bang it on the wall? How about I write my paper on how if this is not a conspiracy, then I don't know what one is? How about I write about the last semester before graduation, I go brain dead? I didn't see any of that in your outline! lol Straight up..my hands are in the air! I've invested more time than I can count, to only have dumped each attempt in the trash. In all honesty, the 2 paper thing stinks! I can't seem to get out of your head Gale! Or vice versa. I feel at a great disadvantage and I AIN'T having fun! Hell, why not I just be the opening act and play a song and tap-dance on the table for 'em!

Here's what I have....Intro: 3 brief sections 1) introduce traditional student 2) brief personal history of education 3) intro uwp class 2nd part: First impressions, shock, transition Mid: Message boards, yadda yadda yadda (you covered this part) Conclusion: delete since it gives a synopsis of mostly mid naturally, weaved in there, peace theory and impact. Lobbing out my mid portion takes me from 20 pages to 5. There ya have it!

Let me know how Reno goes! Have fun! lol :X

Mac

Gale wrote:

Outline, outline, who's got the outline? I'm looking, I know it's on yellow-lined paper in my green folder - just got to find the green folder. Colorful, huh? OK - got it!

Introduction 2-3 pages (1. UWP 2. Class structure & process)

Narrative (1. Personal story - chronological 2. Background - of computers at beginning and at end/ traditional learning mode to interactive mode 3. Intro to Wed Discussion/Web Boards)

Wednesday Discussion (1. Data 2. Analysis)

Web Boards(1. Data 2. Analysis)

Analysis - (both & personal interpretation) Strengths, weakness/making sense for purpose of improvement and replication

Summary/Conclusion 2pg MAX Total pages 20-30

There you have girlfriend! gh

Date: Sun, 25 Mar 2001 11:11:04 -0600 (Central Standard Time) From: Susan Takata To: Gale cc: Rebecca McLaughlin , Jeanne Curran Subject: Re: Meeting

gotta laugh. it's important.

susan

p.s. jeanne -- hi! good to hear from you last night. this is what we've been up to lately.

On Sat, 24 Mar 2001, Gale wrote:

I think we all make each other laugh! That's a good thing!

-----Original Message----- From: Rebecca McLaughlin To: takata@uwp.edu ; horto000@uwp.edu Date: Saturday, March 24, 2001 8:00 PM Subject: Re: Meeting

Oh yes! LMAO It means that too. I had forgotten the context from which it was said! yes, cover your ass.... Not net lingo there. Can get condusing, eh? LOL! Too funny. I make myself laugh!

mac

From: Susan Takata To: Gale CC: Rebecca McLaughlin Subject: Re: Meeting Date: Sat, 24 Mar 2001 11:07:53 -0600 (Central Standard Time)

CYA means "cover your ass."

susan

On Sat, 24 Mar 2001, Gale wrote:

BOO-HOO:(, another word I have no clue about. What is "CYA" Went to the place Mac told me to go and it said Microsoft Word 97. Ok? That's the best I can do.

gh

-----Original Message----- From: Susan Takata To: Rebecca McLaughlin Cc: horto000@uwp.edu Date: Friday, March 23, 2001 2:56 PM Subject: Re: Meeting

wicked little unstated assumptions can bring all sorts of trouble, huh? better to be safe than sorry, too. (btw, "CYA" is a safe policy)

susan

On Fri, 23 Mar 2001, Rebecca McLaughlin wrote:

Gale,

Mac

From: "Gale" Reply-To: "Gale" To: "Rebecca McLaughlin" , Subject: Re: Meeting Date: Fri, 23 Mar 2001 07:35:07 -0000

OMG!!!!!!!!!!! Mac - I thanks for making me feel so much better. You're just asking the difference, cuz' you don't want me to look so DUMB!!!!!!! I really do appreciate it. I do all my papers on MICROSOFT WORD '97. Does that help? I know Susan and I talked about it at school last monday. Do you need anymore than that? HOPE NOT LMAO.

gh

ps - do you think if I keep LMAO - I can be as thin as Mac? I'm workin' on it!

-----Original Message----- From: Rebecca McLaughlin To: takata@uwp.edu ; horto000@uwp.edu Date: Thursday, March 22, 2001 9:19 PM Subject: Re: Meeting

OK, edimucate me. What's the difference between "word" and "wordperfect", eh?

From: Susan Takata To: Gale E Horton CC: Rebecca McLaughlin Subject:Re: Meeting Date: Thu, 22 Mar 2001 14:03:34 -0600 (Central Standard Time)

that's fine with me. if you can email me whatever you have prior to monday, that would be great.

susan

On Thu, 22 Mar 2001, Gale E Horton wrote:

Now, don't go there ---- what format do I use? How the ---- do I know? I just type and send!!!!!! But, I think Susan knows - LMAO Hey Mac - monday, 26th in Susan's office - 1:30. I would be really > comfortable meeting at least once a week before we leave. Anyone up for that?

gh

On Wed, 21 Mar 2001, Susan Takata wrote:

mac, word is fine. i've got both word and wordperfect. an attachment is okay. i think i can access them from home okay. on monday, gale and i got a lot done in terms of outlining her paper so all gale has to do now is puzzle the pieces together. how's your paper coming along or were you too busy finding a cement wall? (heh, heh, heh)

susan

On Wed, 21 Mar 2001, Rebecca McLaughlin wrote:

Again, sorry I wasn't able to attend. I hope that my letter informing you both that I was unable yo attend wasn't too crass for you on the humor scale. (shhhh....hey, Gale, she never makes comment on the jokes! Makes me wonder if I offended her. Back to this letter before she sees us talking about her...) I talked with Gale briefly today about swapping info via email? Attachment ok? What format do you both prefer? Word doc ok?

Mac

From: Susan Takata To: Rebecca McLaughlin CC:Subject: Re: Meeting Date: Mon, 19 Mar 2001 09:57:50 -0600 (Central Standard Time)

life happens, as jeanne would say. i'm here on campus today and won't be on campus next til the 26th. I had blocked out the noon hour today for us to meet and can't be doing that again with fall advising and all. So the next available time i have is Monday, the 26th at 1:30 or Wednesday the 28th after 1:30.

susan

p.s. i think that's a good idea to email or whatever copies of what you have worked on so far so before we meet face to face.

On Mon, 19 Mar 2001, Rebecca McLaughlin wrote:

Hello! After much contemplation, I found myself disinterested in attending today's meeting with you two. Not only do I NOT want my most recent paper to be dismissed and to be left with that feeling of cluelessness, but to be left in such a manner when there's only 31 days remaining until we go to Reno. I just can't take it anymore!! I'm going to go and bang my head on the wall instead, preferrably a cement one. LMAO!!! No, really you two, I just got bumped to an earlier appointment with the doc, and if I don't go to this one, I'll get in more trouble than you two could threaten. lol I'm trying to see what I can do here, but it's slim pickins when trying to switch apointments in the military system. If I'm unable to make it to our meeting, can we please arrange another one relatively soon? Too, I'll get with Gale when it is convenient for her and try to catch up with you Susan, next you're in or when it's convenient as well.

Can we possibly even swap some of what we've gotten done, through email? Here's hoping I can swing this. Sorry for the last minute, but I can somehow imagine the world will continue to rotate, despite my absence.lol Here's hoping! Gale, will you be ok without the S&M? lol lnpu2

mac

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Date: Sun, 25 Mar 2001 13:38:05 -0600 (Central Standard Time) From: Susan Takata To: Gale Horton cc: Rebecca McLaughlin , Jeanne Curran Subject: intro

I just finished reading the intro while eating lunch. With the uwp connections sometimes getting jammed on sunday afternoons/evenings, i thought i'd better get this done while i'm able to connect.

Your intro is taking shape. Need to fix up a few areas and fine tune. It might be easier to do this tomorrow when we meet and you can see how i edited some parts but in the meanwhile here are some things you can work on:

1) the intro jumps right into a description of UWP. need to set the social context of the PAPER (i'm not yelling but trying to add emphasis here). Look at the session title: "New ways of learning: An interactive teaching/learning model from the student perspective." Next, look at thetitle of your paper, "Entering the 21st century with interactive teaching." Somewhere in the first 2-3 paragraphs of this paper should cover these two points (session title; paper title). That puts your paper into a social context. [Mac -- the same goes for your paper. look at the session title and the title of your paper]

Gale -- your introductory paragraphs should probably say something about new ways of learning, interactive/learning model, the 21st century (technology would be a piece), and the student perspective. Something about the traditional classroom format vs. new ways of learning, (structural violence, mutuality). After all this, then you can move into the "Classes" section at UWP. The UWP description can then be incorporated into the "Classes" section,and add to endnote the part when UWP was established; don't need it in the body of the paper.

The cooperative learning sentence that followed the 5Cs should be moved up to follow the sentence that ends with "... in and out of the classroom."

Under the subheading, "Understanding the Jargon: Structure and Process" (i rephrased it but not sure if i really like it or not - what do you think?) Move the previous paragraph just above this subheading as the first paragraph of this section.

As a point of clarification -- need to emphasize at the start of this section about the grades being structurally violent and externally motivated (refer to Alfie Kohn). Then move into the meaning of structural violence and other concepts. You have a bit of this explanation buried just before the 5cs. We emphasize the internal motivation of learning, and how learning must be interdependent AND interactive. When explaining the 5Cs, they are interdependent AND interactive -- for example, must be consistent with communication and cooperation. Your explanation of creativity should explain the "joys of learning." you explain what creativity IS NOT but not much on what it is exactly.

Under ROL, you need to explain how this process is interactive AND interdependent relying on the discourse between teacher and student. Finally, who is a field mice? (one who scurries away; falls off the edge of the earth). explain further.

Now the length of this intro is fine but it MUST end with "The purpose of this paper is to: ________________." Again return to where the intro began with the social context of the paper (again look at the title of the paper and title of the paper session).

Again, these are minor changes. you have the core pieces but it's the puzzling the pieces together and then refining. Lookin' pretty good now!!

susan

p.s. mac -- i "know" you are tempted to find a wall to bang your head against but with gale having cleared the unmarked pathway, shaping your paper should be pretty easy now. It's just that the body of your paper will focus on "The travails of a traditional student in postmodernism" (greatly experiential with emphasis on the creation, establishment and processes of the web board). Remember that the session title is "Interrelating theory, policy, practice: An examination of Habermas and other critical theorists" (and you were going to focus on "peacemaking crim", right?) see your paper is almost done, mac. (nothin' to it, huh?)

Date: Sun, 25 Mar 2001 13:48:39 -0600 (Central Standard Time) From: Susan Takata To: Gale Horton cc: Rebecca McLaughlin , Jeanne Curran Subject: intro comments, pt. 1

I cannot believe it -- a half hour's work down the tubes. just about to send the comments and then got disconnected and the whole dx!@m thing is lost in cyberspace. don't know what happened. now i've got to reconstruct all of what i had said earlier. Geez!!!

Gale -- your intro is taking shape really nicely. need to add a few things. move a few things. [mac -- take a look at these suggestions and that should help with your paper. don't go banging your head against a hard wall, okay?]

1) Introductory sentence -- you jump into UWP without a context to your paper. Think about the title of your paper, "Entering the 21st century with interactive teaching" and the title of the paper session, "new ways of learning: an interactive teaching/learning model from the student perspective." So your opening paragraph should talk about the traditional classroom and undergraduate learning vs. the interactive teaching/learning that goes on with jeanne and i. (btw, there is no mention of CSUDH and jeanne in the intro). The intro paragraph should probably mention that this interactive model has something to do with mutuality and objections of structural violence in traditional learning/teaching. All this should be 2-3 paragraphs. Answer: what is this paper all about? What is the focus of this paper as it relates to undergraduate education?

2) Move the UWP paragraph down to the "Classes" section. (some of this will be easier to understand when you see the hard copy and how i edited it).

susan

p.s. i'm going to do these in small parts so i don't lose everything like i did.

Date: Sun, 25 Mar 2001 13:53:58 -0600 (Central Standard Time) From: Susan Takata To: Gale Horton cc: Rebecca McLaughlin , Jeanne Curran Subject: intro comments, pt. 2

3) at the end of the sentence, "... in and out of the classroom" bring in the cooperative learning piece here. need to talk about cooperative learning and mutuality earlier on.

4) under "Structure and Process: Understanding New Concepts and Contexts" (I'm not sure i like that -- what do you think? i had "jargon" in the lost email) move the previous paragraph into this section as an intro the section before jumping into structural violence. structural violence is an important piece; needs more explanation.

jeanne and I emphasize the INTERNAL motivation of learning; not the external. need to explain how the external motivations of learning (carrot on the stick) is strucurally violent. refer to alfie kohn. We want to return to today's classroom, the "joys of learning"; getting lost in your learning. being self motivated, curious, etc.

susan

p.s. learned my lesson. don't want to type up one long (30 minutes worth of comments) and then lose it.

Date: Sun, 25 Mar 2001 14:01:55 -0600 (Central Standard Time) From: Susan Takata To: Gale Horton cc: Rebecca McLaughlin , Jeanne Curran Subject: intro comments, pt. 3

under the 5Cs, think about how each are interdependent and interactive; for example, need to show consistency in all the other Cs. You go into what creativity is NOT, but need to explain what it is (i.e., the joys of learning, getting lost in the learning).

under ROL, need to explain how this is interactive and interdependent, (how student feedback in the process is important), and how in traditional classes, the teacher is the authoritarian who assigns grades without student input. and show how that relates to structural violence.

who really is a field mice? why the term field mice. the student who scurries away; disappears. falls off the edge of the earth.

finally, this intro should end with "The purpose of this paper is to..." Go back to the first paragraph of the intro which focuses on the social context of the paper (look at paper title and paper session title).

how does all this sound? when we meet I'll have a copy of the edited comments i made on your intro which might be easier to understand when you see hard copy, but these were things you can start thinking about.

susan

p.s. mac -- with gale blazing the pathway, your paper should fall into place a whole lot easier. again, think of the title of your paper, "the travails of a traditional student in postmodernism" and the session title, "interrelating theory, policy, practice: an examination of habermas and other criticla theorist." now instead of banging your head against the wall, think about all the pieces to your paper that you already have discussed via email, meetings, during the winter break, etc. etc. you have all the pieces but need to pull them together. Now mac --your paper will have a comparable intro but then the purpose branches off to your own narrative of experiences during the law and social change class and how the web board was created, processed and during winter break analyses of what happened. now, earlier you told me the theory you'd apply is peacemaking crim. so Mac -- your paper is 80% complete!

From: "Rebecca McLaughlin" To: takata@uwp.edu, horto000@uwp.edu Cc: jeannecurran@habermas.org Subject: Re: intro comments, pt. 1 Date: Sun, 25 Mar 2001 14:05:15 -0600

Susan

you've seem to have JUST sent this. I don't think it was lost.

From: Susan Takata To: Gale Horton CC: Rebecca McLaughlin , Jeanne Curran Subject: intro comments, pt. 1 Date: Sun, 25 Mar 2001 13:48:39 -0600 (Central Standard Time)

I cannot believe it -- a half hour's work down the tubes. just about to send the comments and then got disconnected and the whole dx!@m thing is lost in cyberspace. don't know what happened. now i've got to reconstruct all of what i had said earlier. Geez!!! ....

From: "Rebecca McLaughlin" To: takata@uwp.edu, horto000@uwp.edu Cc: jeannecurran@habermas.org Subject: Re: intro comments, pt. 3 Date: Sun, 25 Mar 2001 14:15:06 -0600

Susan,

are you getting this? Read. Hate to see you re-typing all of this when we did indeed receive.

From: Susan Takata To: Gale Horton CC: Rebecca McLaughlin , Jeanne Curran Subject: intro comments, pt. 3 Date: Sun, 25 Mar 2001 14:01:55 -0600 (Central Standard Time)

under the 5Cs, think about how each are interdependent and interactive; for example, need to show consistency in all the other Cs. You go into what creativity is NOT, but need to explain what it is (i.e., the joys of learning, getting lost in the learning). ...