[Echoing Others' Thoughts]

In spite of its convenience, I don't believe that The Presence of Others is worth our students' money--at least, not in my classes.  The only unit during which I actually utilize the book is with the critical analysis.  I could just as easily hunt down an independent article to have my students discuss, and they wouldn't have to dish out money for a fourth book that fails to inspire me.  Personally, I think the other three books cover the basics quite effectively.

I also want to echo Sarah's sentiments on the Hacker manual.  I, too, suggest the Prentice Hall Reference Guide, by Muriel Harris; the explanations are more in-depth, each rule is carefully described, and the book offers plenty of samples to help illustrate how to cite these references.  Since receiving and comparing the two books (on assignments for my own classes), I made the decision to have my students return the Hacker manual and buy the Harris one instead this semester.  It's easier to navigate, and I get fewer of the citation questions because they understand it better.

Also, the grammar sections offer great layman's terms for grammatical rules.  I definitely feel like the grammar rules that once perplexed me now make more sense.  The exercises also help to reinforce those habits.  

I have no alternative book suggestion for The Presence of Others, mostly because, in my class, I don't see the need for four books.  Anyway, that's my two cents.  

[Changes]

Perhaps it's the lack of sunshine. Maybe I just have no discipline. Whatever the cause, I seem to lack the ability to get focused and get my work done this semester. That goes for teaching and learning. I feel a little hypocritical urging my students to get things in on time and work on them early when I'm still in the state of, "Oh, shoot, I have a three-page paper due in three hours. I guess I better get starte--Ooh, shiny thing!" Yes, it's that bad.

At any rate, there are some definite improvements this semester. I reworked my paper schedule for my classes, and it's a lot more ordered and predictable, making it easier for my students (and I) to remember due dates. I also am trying out the blog thing with my Tuesday/Thursday class, and they love it. I think they find it encouraging to read each other's daily jottings and to receive feed back on their own. I think I may integrate this in all classes from now on, though I may change the requirements based on course load and goals. I don't know... it's something to think about. At any rate, it's a consistent reminder that, oh yeah! I have a class blog of my own to write! And, voila! Here it is. Revel in its [lack of] glory, one and all.

[What Am I Doing Here?]

I've been reading over others' first posts (besides the obligatory "test" posts, of course), and I feel temporarily convinced that I'm out of my element. You all sound so scholarly and compositionist-y (yes, that's a word, because I say so!), and I know that's not my style of writing. It doesn't feel natural coming from me--at least, not in a blog. But then again, I'm pretty much the queen of insecurity when it comes to, "Am I doing the right thing here?!" I'm sure I'll be fine.

This first week-and-a-half have been a little strange for me. I'm teaching a MWF class AND a TTh class, and I'm trying to keep them on the same page. In theory, it would work well. However, my two classes could not be more different as far as personality goes. They're like night and day! My TTh students are completely gung-ho and open to enjoying class--not to mention making sure they know what the assignment's about. They love asking questions and getting things done. My MWF class, on the other hand, well, I often wonder if they're asleep with their eyes open. It's a little painful, actually. I've never seen so many blank expressions and quizzical looks in one 20 by 20 foot room.

I could add more, but my cold meds are making my mind wander. I may come back to this topic tomorrow or Friday. Who knows?