Background, Always
Writing is more important than ever In a hypertextual world where the Internet is part of all academic work and part of the work of most jobs. You should learn how to navigate information online, and you should learn how to interact with that information. You should learn how to think in writing with more clarity and cogency and alacrity than the typical person in the comment section of the typical article.
That is one of the purposes of this course website — the one you are currently reading. It affords you a risk-free opportunity to interact with information and ask questions of the person posting that information. You are familiar with the question, “When am I ever going to have to use this?” When it comes to the way you interact with this website, the answer is, “Pretty much every day for the rest of your life.”
In terms of that Future You we so often discuss, you should learn to think in writing and interact with online writing. In terms of this course, you must think in writing, and you must do so in a public space. You must write in response to instruction. You must write reflectively and metacognitively, and you must know the difference between the two. You must ask questions, when you have them; and when you don’t, you must ask yourself why not. You must share information and insight with peers. You must ask for feedback. You must teach each other.
You can do all of this by returning repeatedly to the instructional posts until you’ve exhausted their ability to teach you something. You can only do this, however, if you take notes on those posts. That is not a new requirement. This was the second assignment of the entire year for all students:
Your second assignment is to learn how we can [upend the traditional feedback model entirely] — how, why, and to what extent. First, though, you should recognize that all of this is intended to teach you slowly and over time. You must interact with these instructional posts and documents like you would if assigned annotations. If you let them teach you, you won’t just learn how to do the next assignment; you’ll learn why this all matters, how to be curious about a great many things, how to write, etc.
You must, therefore, recognize that these instructional posts and documents are written explicitly to teach you. They define new vocabulary, link to related readings, and clarify ideas. They are usually structured as a lecture would be, but they are made difficult enough to require effort to parse and process. They deliberately and explicitly demonstrate style that you can emulate in your own writing. In other words, just interacting with these instructional pieces will help you get better at reading, thinking, and writing.
Did you take notes on that instructional post? More critically, did you read that instructional post?
Scripta Manent, Always
You have seen this before:
Verba volant, scripta manent.
“Spoken words fly away, written words remain.” It was the subject of an instructional post from September 28. You should revisit that post, if it has faded from memory, but it would be more useful to revisit the notes you took on it.
On October 16, you were given feedback on your progress:
You should revisit the appropriate post, if it has faded from memory, but it would be more useful to revisit the notes you took on that post, especially on the section titled “Update #3: Interstitial Learning.”
Of course, many of you will not have notes on these posts, nor on any of the other posts you’ve been given over the past three months. That is the issue in front of you today: You must take notes on what you read, beginning with instructional posts. You should use those notes to populate the comment section of posts with observations, insights, questions, and feedback. This is thinking in writing — using the written word to refine and revisit our thoughts, especially as we consider more difficult subject matter and assignments.
For the rest of this week, through Thanksgiving and into the weekend, you must attempt to use the interstitial classroom more effectively. Your primary focus should be the Q&A posts given to you last week. Take notes on any instruction. Answer all prompts in writing. Then extend your observations, insights, questions, feedback, etc., into the comment sections of the posts.
Before you get those Q&A posts, you should revisit/create your notes on Dürer’s Rhinoceros, especially the idea that “[o]ften the simplest or most straightforward GAP evidence is more important than everything else.” Starting with the triptych panel that ends on December 1, a grade abatement profile of 7 requires notes on all instructional posts. Grade abatement profiles of 8 or 9 require evidence of interstitial impact —e.g., meaningful contributions online, especially in the comment sections of instructional posts.
Before you ask: This does not mean that you must leave comments to get an 8 or 9. Not exactly. The interstitial system was set up months ago, however, to encourage you to think about feedback differently, including the habits and habitats you have for learning. You’ve had enough time.
There should always be more activity online for this course. There should always be questions, comments, discussions, etc., because you all want to do well. Whether you define “well” as a high profile or genuinely collaborative growth, this site should be part of the process.
This week, it’s required. All juniors have been given this post, and it needs to become a hub for discussion and feedback:
AP students have, in addition, this post:
As an individual, you are responsible for your succinct — succinct! — contributions, plus the way you respond to questions and insights shared by your peers. As a group, you are responsible for the shape of the comment sections themselves. It is, again, about herd immunity: Protecting the group by strengthening as many individuals as possible.
Simulating Rock Bottom, Always
You should take notes on this instructional post, just as you would on any others. What kind of comments can you leave, though? Well, they could be clarifying questions, or observations about the course, or details from your own experience with interstitial learning. But I’ll make it simpler:
https://betterhumans.coach.me/how-to-break-bad-habits-by-simulating-rock-bottom-8e46b5acb027
Respond to that article by connecting it to the universal skills and traits of this course, especially the lifelong need for self-control. Talk about it here, in the comments. Notice that the skills you are practicing — thinking in writing, responding to what’s written online, responding to essays, collaborating, thinking critically, being self-aware, and on and on — are on display here.
(Notice, too, that to see the responses to this article, or to respond yourself, you would need to join Medium, which means a literal premium has been placed on the ability to interact with writers in the real world. It costs money to join the conversation. That, too, is interesting.)