Monthly Archive for May, 2006

Instinct and Writing

In the introduction to his book The Language Instinct, psychologist Steven Pinker stresses the idea that language, as complex and specialized as it is, “develops in the child spontaneously, without conscious effort or formal instruction.” Language is the product of an instinct, Pinker argues; it is “no more a cultural invention than is upright posture.”

Clearly this “instinct” produces, first and foremost, spoken language. Writing, which Pinker characterizes as “an optional accessory,” requires some kind of formal instruction.

I’m wondering whether the idea of spoken language as instinct could mean anything for writing pedagogy. Can writing skills be improved by focusing on effective speech? How closely is writing—a cultural invention(?)—related to the instinct to acquire spoken language? Is anyone aware of some current research on this?

Pet Peeve

I have noticed that when students submit typed papers they often only place one space after their periods and before the first word of the next sentence. I have always used two, and as far as I know so has everyone else that I know. I don’t like reading papers where the sentences are smooshed together like that, because it is not what I am used to and at times I find it extremely irritating.

When I’ve mentioned this to students, they tend to act like they have never heard of such a thing. In some cases they say that they were taught specifically to only use one space. A student last week claimed that every teacher tells him something different about it. Are teachers really telling students to only use one space? Have style manuals changed since I learned to type?

Symposium Blast From the Past: Alan Webber Keynote, 2004

As we’re patiently waiting for all the video from the April 28th Symposium to be digitized and put up on Baruch’s Digital Media Library and since we’ve got keynotes on the brain, we figured we’d give you a small taste of the 4th Annual Symposium from way back in 2004. Below is the text from the keynote address by Alan Webber, Founding Editior of Fast Company magazine and an all around fascinating guy. Enjoy. Once we find the video, we’ll put that up too.

I want to talk a little bit about what you all wrestled with this morning and what for the past 20 years or so, I’ve tried to do as a job, and that is to figure out how to put work and business and ideas in a common space. Briefly, my background: About 20 years ago, I went to work at the Harvard Business Review and ran it for about eight years and then left to start Fast Company magazine, which, when we launched it, we thought of it as a cross between the Harvard Business Review and Rolling Stone. And that worked pretty well. For those of you that laughed, you got it. It was an interesting hybrid and hybrids, when they work, are great. When they don’t work, they disappear rapidly.

The last thing I wrote before I left the Harvard Business Review as the editorial director in about 1993 was an essay called, “What’s So New About The New Economy?” It was actually a book review disguised as an essay. There were three or so really interesting new books by Tom Peters, of In Search of Excellence fame, and several other people who were beginning to nibble at the edges of a revolution that was just beginning to be visible in the world of business. I read these books and tried to synthesize what they all had in common; and the punch line of the essay was, “What’s new about the new economy is that work is conversation.” In the old economy, if your boss saw you hanging out at the water cooler, he or she would come up to you and say, “Stop talking. Get back to work.” And in the new economy, if your boss saw you hanging out at the water cooler, he or she would come up to you and say, “That’s great. I’m glad to see you folks are talking with each other. I’ll be you’re going to come up with some really new and exciting ideas.”

And, in fact, one of the hallmarks of the period between 1993 till about 2000 when we went through the Dot Com bust and then a bunch of CEOs got busted, and we sort of forgot about the new economy, was a transformation of the world of work along these lines. For about seven or eight years we shifted gears from an industrial model to knowledge-based model where knowledge really was power, where work really was personal, where you were expected to bring all of yourself to the work place as opposed to checking your emotions, your creativity, your individuality at the door. I remember, vividly, walking through the offices of Steelcase, one of the great, creative furniture companies in the world, and seeing how, as an investment in design creativity, they had built coffee bars all over the perimeter of the office building so that people would stop, get up from their desk, go to the coffee bar, encounter their colleagues, have a chance conversation, a serendipitous discussion, and, in the process, generate new ideas, spark new possibilities, and share knowledge across boundaries.

Continue reading ‘Symposium Blast From the Past: Alan Webber Keynote, 2004′

6th Annual Symposium: Steve Kerr’s Slides

By popular request, here are the slides from Steve Kerr’s amazing keynote from the Institute’s 6th Annual Symposium on April 28th. You can download the orignial PowerPoint slides here.




As soon as it is ready, we will post a link to a video of Steve’s keynote from Baruch’s Digital Media Library.

Outsourcing schoolwork

Rentacoder.com is a site where businesses or individuals can solicit bids for programming projects. According to this Wall Street Journal piece, many of the bidders are Indians and Eastern Europeans charging, at maximum, not much more than the cost of a monthly Metrocard.

It is therefore not surprising to find the following posting:

“I need help with 5 homework problems in Visual Basic 6.0. I am capable of doing these on my own, but I work very slowly and I really need time to devote to other classes before finals. So, it would be easier just to pay someone else to do them for me…. I need these done by Thursday May 4th by 5:00 P.M. Central Standard Time at the latest, but I’d be interested to know how much more it would cost to have these completed Wednesday (tomorrow) by 9:00 P.M.”

Of course it has always been possible to hire someone to do your schoolwork. It probably hasn’t been this easy, anonymous, and affordable, though. And why stop with programming projects? Developing countries produce underemployed political science or English PhDs as well; many barely clear $500/month teaching at state universities. Today’s plagiarist may find it quite affordable to hire scholars to write A or B-grade papers that pass plagiarism smell tests.

Should we be then integrating plagiarism education into every course? Aside from hammering in why plagiarism is unethical, teachers might take the time to explain what skills a particular project imparts and what the student therefore loses if he can’t be bothered with it. How have you dealt with this issue in your work? (On another note: some schools have surrendered to technology and have instead begun loosening standards on cheating, as this article describes.)

Knowledge and Writing

To what extent should the acquisition of knowledge be a goal in education? In his article “How Knowledge Helps,” which appears in the Spring 2006 American Educator, cognitive psychologist Daniel T. Willingham argues, against much current opinion, that knowledge is more than just “grist for the mill”—raw material important only “because if we want our students to learn how to think critically, they must have something to think about.” According to Willingham, numerous studies in fact show a direct correlation between the amount of knowledge someone possesses and the degree to which she is successful in taking in, thinking about, and remembering new information. “The rich get richer,” as Willingham puts it.

For those of us involved with communications education, this would clearly be an argument in favor of content-rich initiatives like Writing in the Disciplines. Yet I can’t help but wonder what the “matter” of effective writing actually is, outside of the content the writer is attempting to control. More importantly, if there is writing knowledge per se, how is it acquired? I would guess that it is learned in the same way that spoken language is: through imitation. If so, the richer our contact with good writing is, the richer our writing will be (at least potentially).

Is there anything to this? Does anyone know of any studies investigating the relationship between how well one writes and how much one has read? What role should reading play in our efforts to improve writing skills?

Accent reduction

The issue of accent keeps coming up with the students that rehearse oral presentations with me - and I’m not the one bringing it up. Many students are very self-conscious about their accent. Some of them just ask for advice on how to pronounce this or that word, others express their concern that they will receive a worse grade for their presentation because of their heavy accent, yet others are worried about their future job interviews, some of which could happen over the phone. And recently one of the students asked me whether there is an accent reduction program/service/course/whatever available at Baruch. I don’t think there is anything like that, am I wrong?

It seems to me that given a large number of ESL students at Baruch, this would be a valuable program to have. And if nothing like that exists at Baruch, maybe we should think about collaborating with the ESL program on this issue. If there aren’t very many resources available for a consultation service or a course on accent reduction, maybe it would be worth it to acquire someaccent reduction software? What do you all think?