PBS must be reading my blog!!!

We get two channels on our TV. An ABC station out of Portland, ME, and NHPTV out of Durham, NH. They are fuzzy and the static can make me crazy. That's why I watch TV with the sound off while I listen to public radio, surf the web and/or read. I looked up tonight and there was Li-Young Lee. The segment was called "Descended from Dreamers" and he was reading new poems and talking about his family's flight to the US, his marriage, etc. It was a good interview and the poems were gorgeous. Check out their story.

What I owe Li-Young Lee

I recounted this story to my Advanced Poetry Workshop as a way of introducing a Li-Young Lee poem. They suggested I share it on my blog...

In January 2002, I was at a really weird time in my life. At 32, I was a Lead Writer at the software company I worked at. I made very good money, but I was unhappy because I had inherited two bosses I couldn't stand and I had been promoted into a position I did not enjoy. Instead of being a writer with a few other responsibilities, I had mostly quasi-management responsibilities like project planning and resource scheduling and spent very little time actually writing. But even that was not the whole truth.... The fact is, I felt that Technical Writing--writing about software I could barely use for users whose profession I barely understood, working by-and-large with people who rarely read the sort of books I wanted to read, spending my time with people whose main topic of conversation was their wide-screen TV, their snowmobile, their latest consumer gew-gaw--was not for me. I'll go even further--by giving up poetry for a corporate paycheck, I felt I had sold out. I felt isolated and unhappy, no matter what my bank account said.

But I was lucky to live in Henniker, home of a small liberal arts college with a low-residency MFA program in Poetry. Every July and every January the undergrads mostly left town and the poets came in. You could find them in the local pubs, standing on the stone bridge over the black and rushing Contoocook and staring at the beautiful covered bridge upstream (or standing in the covered bridge taking in the equally lovely stone bridge downstream), buying books in the massive used-book store tucked away above the town, reading their poetry in the student union or in the art gallery.

The whole town was alive with poets and they gave readings almost every night of their week-long residency. The student readings were great: energetic, startling, diverse. No two were alike and each was an anthology of their own influences--this poem stressing Mark-Doty-esque language-play, this one chasing the image-sermon of Mary Oliver. But this program was--at the time--also lucky to have some great poets of national reputation: Gerald Stern, Chard deNiord, Li-Young Lee, and others.

Li-Young Lee! Next to Billy Collins, I think he may be one of the biggest rock stars in poetry. His work is not as accessible as Collins' (and is therefore taken more seriously by the back-bay literature crowd) but it IS gorgeous and very sensual. Combine that with his physical beauty (they might have modeled the male lead in Mulan after him) and the guy draws a crowd.

He was my first poetry crush. When I read Rose, his first collection of poetry, I wanted to shred all of my poems and quit. I wanted to work harder, look harder, listen harder, read deeper... I went back to it over and over, the way you do with a CD that gets under your skin. I got sick of the poems. I sneered at them "Oh, you're so wiiise-lah-D-dah!" I came back to them in penitence. I wanted his voice. My own poems sounded like a donkey braying.

I got in a car with some of the poets I was in grad school with and drove over to Wheeling, West Virginia, just to see him read. His poems were, delivered in person, more magical than I had imagined. If he had started a cult we would have sold our possessions and joined. I must have driven home but I don't remember it.

A few years later, as a young technical writer in KC (still writing poetry), I got a chance to see him read again. Same story. I went to work the next day as if I was on a space walk--only the thinnest of tethers connected me to my computer screen.

Now, it was 5 years later and he was going to be reading in my little village in New Hampshire. Even more, he was going to be giving lectures on poetry at the college and generally hanging around town. I had already emailed a professor to ask if I could attend the lectures as well as the public readings and he had granted me permission (the townsfolk attended some of the readings--especially in the summer--but there wasn't exactly a crowd clamoring to attend the lectures). As January rolled in, I was already bragging to all of my old poet friends in Missouri about the density of poets in New Hampshire (I believe I claimed that you couldn't "swing a cat round here" without hitting a poet).

But something else was creeping up on me. As much as I felt like an outsider at work, I had my doubts with this crowd as well. I'm no big fan of low-residency programs--I don't see the same camaraderie in those programs that was so important to me in my MFA days--but to them, I was a "townie." That hurt. Bad. No matter what my background or interests may have been, for them I was outside of the program and therefore of little interest. Not so different from the way I probably would have reacted to an outsider during my own grad school days.

So I went to the reading, carrying Li-Young Lee's latest book to get it signed (I'm lucky to have four signed books from Lee). It was snowing heavily and the streets of Henniker were quiet and already dark as I crossed the stone bridge. There were one or two other "townies" there, but by and large the crowd consisted of students and faculty of the poetry program. It was his best reading. He was charming. He introduced each piece in a way that enlarged your understanding without giving away the surprise and pleasure of the poem. He read each poem as if it were an incantation. After the reading, he took questions then stood at the podium to sign books and do the meet&greet. I waited. The rest of the room divided into groups chatting and making plans and as he looked up from each person, they were released to move to this group or another until it was just he and I.

I was in sheer terror and awe of him, but I managed to stammer out a few sentences. He seemed genuinely interested (and touched that I felt so strongly about his work). We chatted for what seemed a few seconds--about his work, about mine, about an ad I was thinking of responding to for a teacher up at Plymouth State College--and then I looked up and the place was almost empty. It had been 30 minutes. A few people from the program were waiting for him to finish so they could move on to the college pub, located down the hall in the same student union where the reading had been.

He invited me to join them. Let me repeat that: he invited me to join them. On the one hand, I was almost light-headed with pleasure--my poetic hero wanted me to join him and his friends. But another part of me was filled with dread. I was a townie. I was a technical writer. I was a sell out. I was older than the students, less accomplished than the faculty. I was an outsider.

Like a coward, I made up some lame excuse and walked back across the bridge in the snow.

If I've ever felt more wretched about myself, I can't think of a time. Worse than the fear and the self-loathing, I felt more isolated and lonely than I can ever remember. I recognized that I was lost--and had been for more than a year--and the sadness and terror was sliding around inside my guts like an oil slick. Even worse, I felt that I was walking away from my last chance--not just with this group, but the faint glimmer of hope I had felt about the teaching position at PSC.

At home, I walked into the kitchen where my wife was making a cup of tea. How did it go? When I told her--breathless and ashamed with snow melt from my boots puddling on the floor--she pushed me out the door. "What are you crazy? You'll want to kill yourself tomorrow if this is how you leave it!" Ten seconds later I was heading for the bridge again, pumping myself up a little. "I won the goddamned AWP Intro Award as a grad student!" I had published in some of the best quarterlies! They had no right to make me feel like a townie!

So I stomped back across the bridge and up to the Simon Center and down the hall to the pub which--with all of the undergrads gone would be populated exclusively with poets...like me. But at the last instant, as cliched as it may be, I froze with my hand on the door handle. The terror and the self-loathing and the isolation were so powerful that I could not imagine opening the door. What would I say to them? How would I justify my intrusion? Why SHOULD they invite me in?

Just then, someone opened the bathroom door across the hall and made their way toward the pub. In a panic, I could either flee back into the storm, or I could open the door and go in. I'm sure it didn't happen this way exactly, but here's what I remember: all of the poets were seated at one long table running the length of the room. Twenty-five faces turned to me. Some narrowed their eyes, trying to figure out who I was, why I was there. Some wondered if I was lost. Some wondered if I was wounded--my face was surely white and drawn in fear. Then, in the middle of the table like Jesus at the last supper, Li-Young Lee rose and extended his right hand toward me. "Excuse me, everyone," he said to the quiet room. "This is Scott. He's a poet. Make a space for him."

In American movies, they would have accepted me as one of their own. Maybe even carried me around the room on their shoulders. It wasn't like that. I pulled up a chair. Had a forced conversation with several of the poets around me. And was slowly excluded to the point where, like a impurity that works it way out of the body through a red angry sore that you have to ignore away, I was pushed back out of the room.

But it didn't matter. Lee's gesture, which cost him absolutely nothing, meant all the world to me. We all need a tribe. We all need something to call ourselves because our name (who we are) is pointless without our essence (what we are). It didn't matter that they could not see me as one of their own--they were still discovering what they were. Li-Young Lee had recognized me. His gesture helped me recognize myself even in the disguise I had worn for so long. I knew that I would apply for the teaching job at Plymouth. And if that one didn't work out, I would apply for another. I might even chase a PhD. I wasn't lost, and though I was a long way from the path, I thought I had it in me to find it again.

The lectures were great. Every evening that week, I talked poetry. And all day I drifted in it, even as I tried to concentrate on project planning. On Friday, I sent my CV and letter to PSC. Two weeks later, Liz Ahl called. Two weeks after that I interviewed in the lounge of Ellen Reed House. Here I am.

I owe Li-Young Lee.

His poetry is beautiful--ripe, silken, smart. You don't need my story to see that the man is a mineral spring--restorative, mesmerizing. Check out this Youtube video of an entire Li-Young Lee reading.

Democratic Gender/Racial Profiling

I was aghast after the NH primary to hear an NHPR story in which formerly undecided women--and even women who HAD decided on other candidates-- said that they closed the curtain and realized it was more important to vote for Clinton because she's a woman than to vote for the candidate whose stance on the issues they had supported (and that's essentially what Morgan is saying in this article that Robin DeRosa sent, right?). The same story had a quip from a (female) supporter of Obama saying that his support hadn't really materialized because NH folks were more racist than they wanted to admit. So that's the deal? If I oppose Clinton based on my take on the issues (which I do) or her record (which I do) am I REALLY a sexist? If I oppose Obama on the issues (which I do) or on his record (he has none) am I REALLY a racist? I supported Edwards--a southern white male--does that indicate my latent Klan loyalties or is there still room to focus on the issues?

No doubt--Clinton has been the target of subtle and obvious sexism. It's deplorable. But I'm really struggling with this. Should outrage over her treatment be enough to overcome my reservations about her platform and her record? She voted FOR the USAPATRIOT act. She voted FOR the Iraq War. She only voiced opposition to those things when they became unpopular. Compared to Edwards and DK, her health-care plan will be too complex, help fewer people, and continues to empower big Pharm- and big-HMOs to suck the blood from the poor and middle-class. She has raised more money from the health care and oil industries than any candidate still in the race. She won't say when we can leave Iraq. On and on...do I ignore that because she's a woman and it's her turn?

Ditto for Obama. It's shameful that he has to tout his Kansas (read "white") accent in order to court favor. That doesn't change the fact that he was voting on speed limits for county highways when Clinton, Edwards, DK, and the rest were wrestling with national/world issues. That doesn't change the fact that his pathetic health care plan is only the slightest possible improvement to the status quo and continues to empower big Pharm- and big-HMOs etc. He DOES seem to want to undo some of the harm done by NAFTA, but it sounds like too little, too late for me.

I think Clinton AND Obama are better bets on the environment than any Republican so I'll vote for any Democrat that can capture the nomination. In fact, I probably lean slightly toward Clinton's platform. But now I'm depressed. I've despaired of any hope that we can seriously address the health care crisis or quickly end the war with either of these two. There are no liberals in the race, just two centrist "New-Democrats" with their fingers to the wind. Even worse, the party that split over civil rights may well trade big ideas for identity politics. I'm not equating Robin Morgan to Strom Thurmond, but it's sad (and scary) to think that Democrats would come to believe that gender, race, and so on are better reasons to vote for a candidate than their beliefs, behaviors, abilities and policies.

Back in the Saddle

Wow! It's been a long time since I've posted. No wonder some of the others have been so inconsistent making their own blog entries.

A lot has changed since I last posted. We lost a team member, we posted a fantastic doc plan, we first ran into trouble with the tutorials then punched through with some great ideas. Thursday, after our demo for Evelyn (which went well) I gave the lamest introduction to DreamWeaver ever.

I won't whine, but it's obvious I've been distracted by all of the other responisbilities I have this semester (search committee, GITF stuff, etc.). But I'm regrouping, refocusing, and getting ready for the final push.

First things first: this week I'll give a much better intro to DreamWeaver (using actual Word tutorial files) and we'll get the labor issue back on track.

Sequenced/Themed Tutorials

Something to chew over: what if the class broke into three teams of two for the purposes of writing tutorials. Each team of two could write a series of 3-4 related tutorials that centered on a single project. In fact, we could organize the tutorials by project. For instance, one set of tutorials could focus on using transform tools (and maybe throw in text and layers and some filters). It could start off with two beginner tutorials in a sequence, then move to a slightly longer and more difficult intermediate tutorial, and finish with a longer tutorial that showcased a few advanced techniques. Users who stopped at any stage would still learn something. Users who were already advanced could actually open the image created in the last tutorial so that they could skip the intros.

What are you thoughts? James, you're coordinating tutorials, how does this idea strike you?

BTW, if we did adopt this method, I would always have AT LEAST two beginner-level tutorials for every intermediate/advanced tutorial. Beginners are our main audience.

Standards for tutorials/procedures

These are some questions that I think we should ask as we "workshop" future tutorials and procedures.

Questions for Sample Tutorial

  • Is the title appropriate? Does it announce the topic in task-oriented terms? Is it inviting?
  • Is there any context or overview? Does it preview the types of skills learned in this tutorial? Does it explain any knowledge the user must already have or any steps the user must have already taken? Does it clue them in on the likely duration of the tutorial?
  • Is the first step appropriate (i.e. Is it too basic – unrelated – or does it assume too much knowledge)?
  • Do the steps of the tutorial adhere to a “pattern of exposition”?
  • Is the look of the tutorial intimidating (how many pages is it)? If so, how can we fix that?
  • Is the tutorial appropriately paced? I.e. is it too long, does it maintain a more-or-less constant level of detail? Does it distract with too many alternatives?
  • Is there appropriate emphasis given to warnings, tips, notes, etc.? Is there a consistent and obvious style mechanism for explaining the interface (for instance, bolding or italicizing the names of buttons, menu commands, and other official interface names? Are we using the correct names (according to the interface) and are we using likely user synonyms?
  • Are illustrations effective? I.e. is the emphasis of the illustration clear and obvious? Are there distractions in the illustrations? Are there enough/too many illustrations?
  • Is the structure of the tutorial easy to follow? Is there one sequence of steps or several? Why?
  • Is the technical level of the tutorial appropriate (and for whom)? Does the tutorial help the user to find other assistance? Does the tutorial invite users to explore on their own?

Questions for Sample Procedure

  • Is the title appropriate? Does it announce the topic in task-oriented terms? Is it consistent with other procedure titles?
  • Is there any context or overview? Does it preview the types of skills learned in this tutorial? Does it explain any knowledge the user must already have or any steps the user must have already taken? Does it preview any notes or cautions that the user should be aware of?
  • Is the first step appropriate to this task (i.e. Is it too basic – unrelated – or does it assume too much knowledge)?
  • Do the steps of the Procedure adhere to a “pattern of exposition”?
  • Does it distract with too many alternatives?
  • Is there appropriate emphasis given to warnings, tips, notes, etc.? Is there a consistent and obvious style mechanism for explaining the interface (for instance, bolding or italicizing the names of buttons, menu commands, and other official interface names? Are we using the correct names (according to the interface) and are we using likely user synonyms?
  • Are illustrations effective? I.e. is the emphasis of the illustration clear and obvious? Are there distractions in the illustrations? Are there enough/too many illustrations?
  • Is the structure of the procedure easy to follow? Is there one sequence of steps or several? Why?
  • Is the technical level of the procedure appropriate (and for whom)?

ATC: Help Compiler, writing teams

I'm beginning to wonder if the wiki tool will be robust enough to support our needs. I'm disappointed that there is no history function so that we can look at old versions. But I'm bothered even more by how clumsy the navigation and file management tools are.

One partial solution (at least to the navigation issue) is to create compiled Help. This is a system that can take dozens (or thousands) of web pages (and their referenced files such as graphics or video/sound clips)Â and compile them into a single compressed file that can be accessed from a desktop or over a network.That would still leave us with a serious file management problem (echos of ATC 04), but at least the finished product would be compact and potentially easy to use.

http://www.microsoft.com/downloads/details.aspx?familyid=00535334-c8a6-452f-9aa0-d597d16580cc&displaylang=en

I'm also taking the iniative to create the following positions in the class. Please choose one role and proceed into the Documentation Plan (see the wiki) accordingly:

Writing Team
Areas of Responsibility:

Tutorials writing leader: leads class discussion on number and scope of tutorials, assigns tutorials to various members, tracks progress.
Procedures writing leader: leads class discussion on number and scope of procedure topics, assigns procedures to various members, tracks progress.
Writing Style leader: leads class discussion on style guide issues, records and gradually compiles style guide (or at least list of style do’s and don’ts)
Design & Navigation leader: leads class discussion on individual page layout and overall organization of Help system. Works with Tutorial and procedure leaders to create site-map.
Copy Editing & Graphics leader: leads class discussion on developing peer editing and individual editing practices. Assigns editors and tracks progress. Also works with Writing Style Manager to develop standards for screen shots and other graphics, then checks all topics for compliance.
Tools and Testing leader: leads class discussion on authoring tools, file management, and similar issues. Responsible for overseeing final testing and corrections of all links/functionality.

Use your blogs as the ongoing repository of information for your area of expertise. Be sure to check other blogs VERY frequently for updates.

Wiki

If anyone is interested in watching this project unfold, we are currently using a wiki to collaborate. You can look, but you can't touch (unless you have one of the double-super-secret password-encryption rings that my class and I forged during the last new moon). This isn't the most robust wiki platform in the world (no history of documents, for example) but it seems to get the job done.

http://en4090psuadvancedtechcomm.pbwiki.com/

Banjos

Advanced Tech Comm - The Client Interview

Whew! That went extremely well. Without getting into specifics, when I taught ATC in 2004, the client interview was the Pearl Harbor of my teaching career. My students left having been stripped of motivation and more confused about their project than ever.

THIS time, the energy in the room crackled and anyone could see that Dr. Stiller (her department is our "client" this year) and the class had an immediate rapport. My students asked insightful questions and followed up very well. Not only were they able to glean a lot of important information from Dr. Stiller's answers, I think they did an admirable job of communicating their own professionalism.

As always, I don't want to slide into the driver's seat (though I have to restrain myself from doing so), but here are some of the important take-aways I think we have to consider:

  • Our users are expressing themselves creatively. Supporting those creative expressions will be our job and we should adjust our tone appropriately.
  • Tutorials, and to a lesser degree Procedural help, are probably going to be the main emphasis for this document. We should certainly focus those tutorials around acclimating students to suites of tools and we should not be afraid to have the same tools appear in multiple tutorials (eg. layers & selection tools).
  • While Dr. Stiller's assignments are excellent sources for us to consider as we look at tutorials, we should use those assignments to build a list of important skills, THEN design the tutorials to teach those skills. This allows us to account for individual instructors who may design very different assignments to assess those same skills.

On a different note, I met with my reflective practice teaching group last Friday. Our discussion centered on ways to get at what our students know, as opposed to what they can parrot back from the readings/lectures/etc. Then, today, I was talking to my Dep't Chair about my excitement/anxiety over this class. I was telling her that--as much as I want to shove the class aside some times and start doling out tasks and organizing the project--it's critical to the success of the class for those decisions to be deliberated and arrived at by the class itself--the ultimate means of determining what your student's know. Discovering the best approach, through trial and error, is a much more valuable experience than having it prescribed in a text...or even by a well-meaning professor. She asked me to consider writing about this course and my approach for WAC next year. We'll see what happens.