The writing on the wall, er, stall

One week from today, I will teach my first class in a course designed entirely by me. The only parameters: the class must involve a research component and introduce the students to multiple genres (i.e. other than the academic essay). Most instructors choose a theme or topic around which to build their class. My topic is the Women's Movement. Here is my course description:
will explore how informed writing can affect (and has affected) social/political
WR121: The Sisters Are Doin’ It For Themselves

This course will explore how informed writing can effect (and has effected) social/political change in the United States, as viewed through the lens of the Women’s Movement from the 19th century to the present. This is not, however, a class for or of interest only to women – in the context of this course, women will be considered as a social group with a history of advocating for legal rights and other privileges. We will examine the various waves of feminism, looking at why some movements were successful (the passage of the 19th amendment, granting suffrage) while others were not (the never-passed Equal Rights Amendment), as well as what the label of “feminist” means today. Political cartoons, op-eds, speeches, biographies, and blogs will be among the genres we study, and the course will culminate in a fieldwork-based group project where students will design an advocacy campaign for a local women’s organization. No prior knowledge of the Women’s Movement or feminism is required.


Now, when I came up with this, I was under the impression that this year, as it had been in previous years, the freshmen would be able to read the various section descriptions and select a topic that interested them. I was also assuming I'd have a class of mostly women, like last semester (ratio of women to men was 13:1). However, neither of these assumptions is true. For the first time, freshmen advisers slotted students randomly into sections regardless of their majors/interests and according to my class list, I will have 6 men and 9 women in my class.

Upon learning these things, I initially freaked out and considered going with a different topic. Oh God, I thought, what if I get a bunch of kids who think Hillary Clinton is a feminazi? Or think women should remain barefoot and pregnant in the kitchen?

But I'm sticking to my guns, folks. My boss supports me, though acknowledges that making my course palatable and accessible to a variety of 18-year-old viewpoints will be, to say the least, a challenge. But as one friend reminded me, making freshmen write about something outside their comfort zone is not a terrible objective. My junior year in college, I took a Women's Studies course to fulfill a requirement and I was way more into it than I thought I would be. Do I have a secret agenda to make all my students militant feminists? No. But do I think it's important for college students, regardless of gender, to learn about the victories and defeats of one of the most significant, complex and (arguably) ongoing American social movements? Absolutely.

And while I'm not superstitious, something happened to me yesterday that I'm interpreting as a sign that I made the right choice. I found something tucked away in a book from college -- a transcription of graffiti from a ladies room bathroom stall of the (no longer existent) Cross Campus Library at Yale. I stared at this graffiti conversation and watched it evolve over several semesters before finally deciding to write it down. And yesterday, I found the scrap of notebook paper. The graffiti "debate" was as follows and try to imagine lots of different handwriting, Sharpie colors etc:

When do I turn into a woman?

What is a woman?

Never

When you kiss a frog

When you sway your hips

When you decide or discover you are one

When you have a child <----that's ridiculous, not all women can have children

or want to

It's when you love yourself

When you can look back & want to move forward


I found this so compelling then and reading it again now, am still struck by it, especially the last comment, the one that silenced the other scrawlers: When you can look back & want to move forward. Isn't that why we study the history of anything?

A shout-out to Emerson undergrads

After a semester of teaching the Emerson class of 2014, I have to say, I'm impressed with their creativity, humor, and resourcefulness. A while back, my alma mater Yale put out a musical admissions video. It was well-made, but kind of too slick for my taste. The Emerson equivalent, I think, is much funnier and more likely to actually appeal to potential applicants. The video has gone viral and was featured on Jezebel this week -- in case you missed it, I'm posting it below.



As a final project in the writing class I teach at Emerson, I asked my students to "take an approach" (i.e. update/subvert/twist) a classic fairytale. I gave them the freedom to use any medium they wanted and many chose to make videos of some sort. One group turned Goldilocks into a modern-day BU sorority girl blogging about her romantic conquests; another made a satirical indie film trailer that I find very amusing -- click here to watch.

We had our last class on Monday and toward the end of the period, I asked students to share their favorite memory from the semester. One student spilled the beans that at one point, they all discovered my blog and several of them were looking at it during class, unbeknownst to me. I apparently kept asking them what was so funny. I mean, I'm not at all surprised that they found my blog -- when you Google me, it's the first hit -- but I do think it's funny that they were so secretive about it (and proud of themselves for not letting on that they'd found it).

I'm looking forward to meeting a new crop of Emerson freshmen in January and hope they are as awesome as my current group. If any of them are reading this, YOU RULE and I hope you keep me posted about your performances and achievements.

That's "Professor Vagnino" to you

Great news: after a grueling and fiercely competitive application/interview process, I have successfully landed a teaching position at Emerson for the 2010-2011 school year!

I will be teaching two courses: Intro to College Writing in the fall, and Research Writing in the spring. Both are freshmen composition courses that meet 3 times a week (each class is 75 minutes). The pay is basically slave's wages, but I'm not complaining -- I love teaching writing and this will be great experience and hopefully open up other professional opportunities after I leave Emerson.

The first semester course is pretty structured -- already broken down into four units and all the readings come from books that the department has chosen. I'm more excited for the research writing course, which is much more open and allows students to experiment in different genres. Instead of position papers, I can assign them to write memoirs, graphic novels, op-ed columns, manifestos, press releases, film reviews, blogs -- whatever genre/rhetorical situation I deem fit that will require them to do some research into the genre's requirements and audience. And I get to pick all the readings. Mwahahahahaha!

The research writing course can also involve some multimedia projects, if you subscribe to composition theory god Joseph Harris's belief that "texts" are not just written documents. Texts are "objects that have been made and designed -- artifacts that can in some way be shelved, filed, or stored and then retrieved and reexamined" (Rewriting 11). Under this definition, texts can include movies, songs, plays, advertisements, photographs, web pages etc. Emerson students are very tech-savvy, so I plan to take advantage of this. Check out some of these "texts" that were created by freshmen who were studying PSAs as a genre:











Pretty impressive....anyway, I can't wait to start crafting my syllabus!

Emerson College class of 2014: I look forward to meeting you.