A handful of people have asked me about my daily and weekly work routine. Some people just want to know what philosophers do all day. Others — e.g., my fellow grad students — are looking for ways to impose structure on their work week. In this post, I will share three rules of thumb that have helped me be more productive and less stressed. I’ll organize the rules according to the (somewhat fictional) work/life distinction.
Early in graduate school, I attended a writing workshop that began with a Writing Bloopers activity: in small groups, outline a really bad paper on a topic with which we’re all familiar. Unsurprisingly, the activity was fun. But the activity was also instructive. I learned how some of my writing habits can annoy my readers. And more importantly, I realized just how easy it is to write badly.
1. Modified Writing Bloopers Activity
I sometimes wonder if the Writing Bloopers activity would work with high school or college students. When I pitch the idea to other teachers, they are sometimes skeptical. The skeptics worry that the students do not sufficiently understand what makes writing good or bad. After all, students sometimes turn in papers that contain comically bad writing.
I take the skeptic’s point. However, I wonder if the activity could be modified to work for less experienced writers. For example, perhaps I could present examples of bad writing and let students explain how they are bad. I find that this works well for teaching students about arguments. So it perhaps it would work for teaching students about writing as well. If you’ve done a Writing Bloopers activity, then feel free to share your experience in the comments.
2. A List of Writing Bloopers
Here’s a (growing) list of writing bloopers that could be used for the activity. Feel free to add writing bloopers in the comments.
“From the beginning of time, philosophers have argued about abortion.”
“Since the beginning of time, there has been American history.”
“Since the dawn of time, man has wondered whether computers can think.”
“Since the dawn of time the sun has risen in the East. (Well, that first dawn? The sun may have risen all over at once, but after that things settled down.)”
“Throughout history, man has wrestled with the concepts of cyclic versus linear time.”
“Since the invention of the Nintendo game controller in the 1980’s, scientists have been increasingly worried that computers will take over the world…”
“Throughout the ages, women have been the cause of trouble for men. I, personally, have seen this.”
Once upon a time, I loved footnotes and PDF documents. Now I don’t. I prefer eBook format and endnotes. I admit that footnotes are handy sometimes. For example, when I read visually, it’s nice to have the notes on the same page as the body text. However, footnotes are not so handy for auditory reading. Neither are PDF documents. For instance, footnotes wreak havoc on auditory reading. They interrupt the audio stream of the main body of text — sometimes mid-sentence. And since many people have to rely on auditory reading to consume academic research, this means that PDF documents and footnotes decrease the accessibility of research. That’s bad. If we can avoid this bad, we should. And we can avoid it. So we should.
1. Books vs. Articles
Sometimes academic books are available in an eBook version that is amenable to auditory reading — e.g., Amazon’s Kindle format and Apple’s iBook format. And some academic books have a proper audiobook version — e..g, Amazon’s audiobooks. This is great, but… Continue reading The Moral Argument Against Footnotes and PDF
If you have a lot of students, then you can spend nearly all of your time on student feedback. Here are a four policies designed to make my feedback workflow more sustainable. Continue reading 4 Student Feedback Policies
Like most technology, I love and hate email. In this post, I’ll list some policies designed to make my relationship with email more about love and less about hate. Continue reading 5 Email Workflow Policies
Grading with shorthand allows me to grade papers quickly. This is great for me, of course, but —more importantly — it’s great for students. Using grading shorthand means that students get prompt, consistent, and constructive feedback.
I’ve included the key to my grading shorthand below. I’ve also included the printer-friendly, PDF version of the key that I give to students. Continue reading Grading Shorthand: Quick, Consistent, and Constructive Feedback
Now that I’ve been admitted to candidacy for my PhD, I’ll be focusing my energy on writing a dissertation and on publishing hitherto unpublished projects. I will regularly post bits and pieces of that on the blog.1
I’ve also become more interested in how my reasoning research relates to politics — ergo the recent posts “Is post-fact reasoning redeemable?” and “Third Party Voting: A Wasted Vote?” So I might also write about how my research relates to US and international politics.
So if you’re interested in this stuff, then stay tuned. More specifically,
- subscribe to the blog (in the menu) to find out when new posts are published.
- follow me on social media to find out what I’m reading, thinking, and doing.
Here’s to the best possible 2017 — whatever that would be.
- I share my research on the blog for two reasons: First, to get your thoughts on it; Second, to make academic research available to more people.