Well, there’s one way to cheer a gal up during a wrenching experience. In past months, when I’ve been stupid enough to peek at Chronicle comments about me, there’s been a lot of fretting about what Marc Bousquet, Emory English prof and that rare breed known as the intra-academic hellraiser, would possibly have to say about me and my big fat yap. He could not possibly approve of such a rogue, unrefined creature, one who thinks that just because she’s got the PhD and has been successfully teaching college for ten years that she’s somehow qualified to teach college!

Turns out Bousquet has no problem with me whatsoever, suckas. In fact, I’d even venture to say in this piece he comes off as an ally. In double-fact, I’d even venture to say that if I ever write a book, I’ll excerpt as much of this article as I can as promotional copy ;).

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5 thoughts on “Marc Bousquet joins the Schu-Live Crüe

  1. You don’t need validation to keep on keeping on and to keep on kicking ass, mind you. But Bousquet plainly agrees with you, and appreciates your muckraking talents! It’s always good to have public people publicly signal these things.

    Keep on rockin’ Rebecca, and start feeling better!!

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  2. I’ve really appreciated and enjoyed reading your (and now Bousquet’s) critical reaming of the undergrad essay within subject classes. I also think he and you are right that the pedagogical research from comp-rhet on the weaknesses of the traditional essay need better circulation within FYC and undergrad teaching generally. The analysis you’ve been doing and the pushback you’ve been getting is so profound because to implement the changes you’ve both discussed would mean a serious reorganization of teaching and student outcome evaluation. Namely, to ask of our undergrad colleagues that they and we make “modest but real contribut[ions] to the research on an actual question” means that we would have to orient ourselves to being an actual, *collegiate* community of professional scholars — persons whose work is of value.

    Like Eisbär says, be well and much health and happiness to you!!

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  3. What he said: constructing more meaningful (even -dare I suggest- relevant to *their* goals/lives) research/writing/learning opportunities for students! Glad you opened up this can of stale assed worms, and all those other cans, too.

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  4. It’s been a lot of years since I taught (sessional) and with no real training and being young, I’m sad to say I mostly duplicated “the essay” as the big item with my classes…to my regret every time marking began. Having read you, Rebecca, state so clearly exact why it drove me and I expect most of my students (never mind fellow temps and TAs)…I feel better knowing it wasn’t just us as beginners. Bousquet confirms these thoughts.

    Now, honestly, having been out of the game for years, I wish I could start in again. I know so much more about the kinds of writing most will do in the working world, and I know better than to think AN essay is valuable just because it’s an essay. I’m in the social sciences, so the argument applies across many academic disciplines. Thanks!

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