Graduate Student Experiences with Employer-provided Educational Assistance

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I recently published an overview of Employer-provided Educational Assistance in Tech Whirl -see: https://techwhirl.com/employer-provided-educational-assistance/. This included interviews with two graduate students in professional and technical writing at Northern Arizona University. The article demonstrates the values that such benefits have for students and businesses and it reports on reflections from two students regarding the impacts that employer tuition benefits have had on their lives and careers. Check it out!

INTERACTIVE MAP: Universities and Colleges as Economic Engines

A popular misconception is that universities cost states money. This leads to the belief that cutting investment dollars to state universities automatically saves the state and the taxpayer money. But, more detailed views reveal something else entirely. This geographic representation [see: https://www.google.com/maps/d/viewer?mid=zJDEtBv8dnZY.kB2wAkjG6LEE] allows you to pick a university from the interactive map to link to economic reports that define how universities act as critical economic engines. This map helps demonstrate how universities don’t “cost” states nearly as much as they offer. As you will see, for example, for every $1 invested, states often get estimated returns on the $1 that are well over 10x that amount.

Interactive Map: Universities as Economic Engines

INTERACTIVE MAP: Universities and Colleges as Economic Engines: https://www.google.com/maps/d/viewer?mid=zJDEtBv8dnZY.kB2wAkjG6LEE

So, find your local, or regional university. Study the numbers. And then tell everyone you know just how your local university is actually a regional economic engine that supports employment, offers significant returns on state investment, generates tax dollars for the state, and produces graduates that start regional businesses, etc. Because most “States Are Still Funding Higher Education Below Pre-Recession Levels”: http://www.cbpp.org/cms/?fa=view&id=4135.

These impact reports represent estimates based on the complex roles that universities play across city, state, and regional levels. The levels of detail in these reports vary as does what each report measures. And there are some interesting current debates about how such impact measures should be made more uniform (*1, *2, *3). But, what is clear is that these reports and estimates show how universities play many more integrated, critical, and revenue generating roles than most of the public (and even academics) realize. For example:

Did you know that universities actually generate tax revenue?

Did you know that average returns on state investments typically yield 10x plus returns on that investment?

Did you know that universities often represent states and cities top nonfederal employers?

Did you know that universities regularly attract out-of-state dollars that wouldn’t exist without them?

Did you ever study how much revenue that universities generate based on their research activities and their collaborative ventures with private industries?

Did you ever consider how many businesses that university graduates start after they graduate?

These reports estimate numbers like this and more. Like a curated wiki, my hope is that I can build and update this interactive map with your help. If you have a suggestion, an updated link, etc. please send me that information at my non-work related email account: zolaloza@gmail.com.

Now, get out there and talk with friends and family about our universities in richer and more complex ways! Talk about not just the inputs and costs, but the outputs and revenues. Talk about all of this, in addition to the many other social contributions, such as helping students discover their passion and potential, etc.

Thank you! And enjoy!

*For more on the current debates surrounding economic impact studies of universities -see:

1. Duy, T. (2015). The Economic Impact of the University of Oregon A Comprehensive Revision. The University of Oregon Files, January 2015. Retrieved from: http://around.uoregon.edu/sites/around1.uoregon.edu/files/field/image/impactstudy.pdf.

2. Ambargis, Z., Mead, C., and Rzeznik. S (2014). University Contribution Studies Using Input-Output Analysis, U.S. Department of Commerce, Bureau of Economic Analysis, 2014. Retrieved from: https://www.bea.gov/papers/pdf/BEAWP_UniversityContributionStudiesIO_022014.pdf.

3. Swenson, D. (2012). Measuring University Contributions to Regional Economies: A Discussion of Guidelines for Enhancing Credibility, June 2012. Retrieved from: http://www.econ.iastate.edu/sites/default/files/publications/papers/p13992-2011-08-08.pdf.

EXPECTATIONS FOR AN “EXPERT READING” RESPONSE AT THE GRADUATE LEVEL

EXPECTATIONS FOR AN “EXPERT READING” RESPONSE AT THE GRADUATE LEVEL

Over time I have defined and refined an “expert reading” response criteria that I hand out to my graduate students at the beginning of the term. Perhaps aspects of this 8-step criteria will be of use to you? Check it out:

I. Introduction: There are 6 “Expert Readings” (ER’s) across this 10-week summer term. Of these 6 ER’s you can opt out of one without penalty. By the end of the term, you must have completed 5 out of 6 of the assigned ER’s. At 32 points each, these 5 required ER’s account for 160 points across the term.

I have a list of 8 specific criteria for completing a graduate level “Expert Reading”. Spend time familiarizing yourself with these criteria. The way I prompt you to successfully complete an ER is precisely how I will grade what you produce and turn in. And, by assigning/using the same criteria for many weeks, this should reduce surprises.

You should, steadily, become more efficient in producing these (2 page, 12 point font, double-spaced) reports as the term progresses. But, the broader purpose of an ER is to make you read the materials assigned closely and analytically. The goal is not to have you write about all aspects of each week’s readings, but to figure out what you want to focus on, why, and then conduct a focused analysis (that incorporates your experience/perspective and follow up research) on one, or two key ideas. Sometimes these are “open” ER’s. Other times, I offer prompts with some specific directions to take.

II. Grading Key:

  • “√” indicates that the expectation was met (with possible notes about under specific section).
  • “ø” indicates a point deduction, that there was room for improvement, and to see individualized feedback notes under the specific section.

III. Expert Reading Criteria:

  1. Formally Incorporate Multiple Sources (4 points): Demonstrate your reading of the relevant materials by formally incorporating aspects of them (through summary, or quotation) into your analytical narrative. When doing so, make sure to follow up with the ideas that you include from others and explain, in your own words, what they mean. Use APA format –see Diana Hacker and Barbara Fister’s online style guide: http://bcs.bedfordstmartins.com/resdoc5e/RES5e_ch06_o.html.
  1. In Your Analysis, Signal and Coordinate Between Multiple Perspectives (4 points):Analysis requires that you are able to pull in and work from and against multiple points of view. At key moments in your analysis, particularly when explaining your key points, make sure to coordinate your analysis between multiple sources and perspectives (including your own opinion). With this in mind, be sure to construct sentences that signal your emphasis and the hierarchy between ideas through the use of coordinating (and, but, for, yet, or, nor, so), subordinating (if only, unless, whenever, rather than, as though, as long as, etc.), or correlating conjunctions (both … and, not only … but, either … or, etc.). Or that particularly employ conjunctive adverbs like –however, moreover, nevertheless, consequently, as a result, etc. Consider the difference between:

A. I think “y”.
B. If Bazerman (1998) is correct when he indicated that “x,” then it is difficult to believe Myers (2003) when he noted, “y”. Overall, it is likely the case that “z” because …

 

It is not that you cannot and should not include simple and direct statements like, “I think that …,” but make sure you strengthen your key points by recognizing multiple points of view and multiple arguments when possible.

 

  1. Include Supplemental Research (4 points):Show the initiative to supplement what you have been assigned to read with some kind of additional research. Do additional research and incorporate it into your analysis and overall reflections.
  1. Include Your Voice (4 points): Make connections between the readings and arguments to your own professional and personal experiences.
  2. Work to Be Interesting, Even Surprising (4 points): Try to write about that which is not immediately obvious (to anyone that has already read the article). A key first step is to avoid excess summary. Include summary as background information, but make sure that information leads to a bigger point and serves to set up your own perspectives, interpretations, and arguments. Take control of the material and tell us something that we might not expect, or know (stated as the opposite, a poor analytical post only restates what an article clearly establishes). Explain why and how the points you want to make are worth our time and attention.
  3. Revise Your Final Posts So They Are Focused (4 points): Follow through with the most important ideas you raise (do more with less). In other words, make sure to follow through and up on key concepts addressed. Focus on one, or two topics in your short, analytical narratives (or stated in the negative form, do not change topics abruptly and repeatedly between each paragraph). This often requires that you write your analysis in time so that you can revisit it and revise your work for overall coherence (often eliminating ideas that were not as important, or unrelated to your primary emphasis).
  4. Focus on Presentation and Overall Document Design (4 points):Pay attention to document design and use headers/sub-headers, or some other method to signal the order and progression of content in your post. Make sure to include a descriptive title.
  5. Edit (4 points):Edit your post to avoid excess spelling errors, or poor syntax.

Interact with Classmates’ and Their Work Each Week: Make sure you read and respond at least 3 classmates’ work across each unit. Include more than a simple comment. As indicated in the syllabus, this is required each week. And it is -2 off of the overall point total for each missing feedback post.

Total 32 points:          29 =’s approximately 90%;
26 =’s approximately 80%;
23 =’s approximately 70%;
20 =’s approximately 60%.

Make Way

Author holds rights to all content on this website. Author must give explicit written permission for reproduction/use of any content, whole or part, found on this site. Author can be contacted at: zolaloza@gmail.com.

__________________________________________

Make Way

By Damian Koshnick

 

We are surprised when the coyote

swiftly limps down a city street,

only to settle into the open cooler of a coffee shop

beside cans of soda and bottled water to

cool off and ice an injured leg.

 

Cities are an odd nature the coyote must feel,

a dangerous nature which grumbles in unlikely ways,

and swarms and honks, with staring, upright animals

that yell between very tall, oddly placed hills.

 

Or, we are amazed by the leggy-moose that lifts itself up

out of the river’s original thoroughfare that winds through town.

This kind of event makes us think we should call someone,

that surely there is a department for other animals that

places moose back where they ought to be.

 

Or there is that moment when we might see a mother duck,

who leads her procession of small ducklings through a crosswalk.

That awakens a deep instinct in us; it may even change the course of our day.

We might follow them for blocks, between houses, and we might even stop traffic,

to see that others make way for these creatures,

like visiting dignitaries that we live near, but know so little about.

Teaching Writing: The Renewing Varieties Experience

Many years ago in a junior high civics course, I remember being introduced to the idea of a democrat and a republican. In the requisite textbook there was a short, bulleted list of the respective platforms. Not long after, I was frustrated. The textbook offered no connective tissue, no explanation from one statement of belief to the next; neither did my teacher who clearly valued his role as a hockey coach more than that of our civics teacher. At that time, of course, I was not familiar with the divisions, the belief systems, or the issues that defined one party from another, but I had to memorize those short lists of what was a democrat and what was a republican for a test at the end of the week. My mind raced, “But why this and not that? Why that, and not this?”

The same thing happened to me fourteen years ago during my first weeks of graduate school. I was introduced to the history of composition studies in a class on theory. In those first weeks and certainly through that first year, I remember feeling what Bartholomae (1985) described. When introduced to the university, we mimic, we take on roles to gain entry. I was a ventriloquist, taking on the voices and beliefs of nearly every assigned reading. Everything, in bits and pieces made perfect sense. Everything was an equally viable contribution toward a greater understanding of an imposing discipline. Our professor, an excellent teacher, was not prone to handing out slogans, or given to simplifying matters. Looking back, I assume that he did not want to impose his perspective, or to short-circuit our messy journey of discovery between theories and their surreal authors whose names became, themselves, something to hold on to. Although I have gained critical distance in the more than decade since, my sense of the formidable nature of composition studies as a field has lessened, but not dissipated.

In those earliest, inchoate days I was only interested in the relatively carefree association of attending classes, enjoying the company of my small cohort, and occasionally demonstrating my knowledge in end of the quarter in essays written to my professors. At that time, I was primarily interested in the aesthetic gain of reading and talking about ideas-as-ideas. I wanted to make composition studies as a field “hang together” because it seemed to me a challenging, complex intellectual puzzle.

But, our relationship to knowledge and our perspectives on that knowledge within a field noticeably shift when we act in different circumstances and take on different roles. I recognize this in my own history, and it is emphasized by the fact that over the last twelve years I have played significantly different roles in five very different academic institutions. When I think about my time in and between these settings, a mash-up of William James’ title comes to mind –on “the varieties of English experience”. The degree of variety, the utter plurality of experience is inspiring. There are many ways to measure this difference –in focus, in purpose, in action, or between individuals, colleagues, departments, the universities themselves etc. For example, many good teachers care about knowledge only in as much as it can be applied to some advantage in their classrooms. Others relish the role of debating theory and pedagogy with departmental colleagues. Some, want to contribute to theory and knowledge in the field itself, publishing in national journals and attending conferences, etc. My own interests have changed at every stop, generally enlarging in ambition and scope. But a great deal has been learned through observation, and the willing adoption of local interests, which without much haste I typically came to share; I value, it seems common action. Perfectly defensible teaching-of-writing happens in many contexts; takes on many forms; and calls many guiding principles by different names. This is how, in the end I have come to this present task. My understanding of composition studies has advanced as much through my own personal growth across contexts as it has through the discovery and application of our formal literature along the way. It is the unusual nature of mixing the two that presents new difficulties even when some discovery seemed to convey resolution.

As Phelps (1988) noted, theorizing is autobiographical. And what I have come to understand about the field of composition studies neatly parallels what I have come to understand about myself as a professional within it. Upon entering the profession, I assumed that there was a center, that there was a conceptual place that I would eventually discover by which the broadest structures of the field would reveal themselves. After a bewildering introduction, I came as many peers did to take comfort in the phrase “process-approach”. But more so, I came to value it for its yin-yang relationship to “current-traditionalism,” or more abstractly stated –product versus process. In our age, even now, this easy dichotomy should not be dismissed; it played a useful part in my own development. During my first quarters teaching writing, I emphasized time for revision, multiple drafts, peer review, etc. These were things that I absorbed from somewhere. But whatever the details of my use of “process” in the classroom, my adherence to it along with colleagues afforded us a collective “in-ness,” a cache. Or at least we believed it did; we knew the “secret language” of good writing instruction; we knew what writing teachers did. That confidence, albeit temporary, was vital. The certainty of “process” however shallowly defined and imperfectly applied, was buttressed by our belief that there were teachers who did not know what we knew –they only graded final products. It was our shorthand. It offered us a reprieve from an otherwise imposing task –teaching– in an otherwise imposing field. But fashionable belief can, and does, eventually stunt discovery and curiosity. Every night doorman grows tired of the password.

And it does not take long to realize that under that thin surface, the forms that instruction takes and the institutional structures in place to support those forms regularly lead to vastly differing pedagogies. At the five institutions in which I have taught –comparing only the first year writing classes between them– I adopted the general conditions at each: Humboldt State University, critical cultural studies; Minnesota State University, literary-oriented pedagogies with a sequence of first year courses in composition taught with titles like “literature and poetry 102,”; Concordia College, a program-wide service-learning pedagogy; University of California, Santa Barbara, a writing-across-the curriculum pedagogy with an associated writing-in-the-disciplines curricular tributary; Allan Hancock Community College, a developmenal English curriculum on an Air Force base. Given this background and my sensitivity to it, it is perhaps not surprising that I am fascinated by studies of the history of English which focus on the nature of its trajectory and development within smaller, local domains. After reading Donahue and Moons’ (2007) Local Histories I have come, recently, to believe that most of us are imbued with at least two disciplinary histories –the local one in which we acteffectively if colloquially, and the “meta” one in which we theorize regionally and nationally. If there is cognitive dissonance, we regularly ignore it. If we are perceptive, we recognize potential in the symmetry and in the certain discontinuities; if we are diligent as individuals, we are not constrained by either.

For those that pay attention, this local-meta dynamic could be viewed as problematic (in some instances it is), but on the whole it is a vital source of friction that can replenish our desire to consume, and even produce new theory and research. For it is that –expanding move– the theories and theorizing as thinking heuristics, that often clarifies these sources of friction; or more formally, it is the research, as it accumulates, that acts as a potential corrective. However this mix of local and “meta,” of theory and research, of experience and intuition, of context shifting and role-taking plays out, we rely on both stability and uncertainty. The trick, of course, is to get the balance right.

The nature of “English” and how we attend to it depends upon a wide-range of shifting roles and interests in the individual who moves between contexts with different purposes and responsibilities. What we want for our discipline alternates between our ever-expanding and contracting allegiances to these different realms –our students, ourclassrooms, our specialized knowledge domains, our department, the university, national conferences, theoretical constructs of the discipline itself. Very often we work toward common gain in many areas at once; very often a quirk, or agitation in recognition of one will cause a ripple effect through the remainder.

A SAMPLE “TEXTUAL INTERVENTION” -FOR FELLOW TEACHERS

David Stacey first introduced me to the teaching and learning concept of “textual interventions” in 2002. While taking a course titled, “Rhetorical Approaches to Writing” Dr. Stacey described Rob Pope’s work. Years later, I discovered Stacey’s (1995) review of the primary book through which Pope described the approach. See Stacey’s book review of Textual Intervention: Critical and Creative Strategies for Literacy Studies at JAC Online (archives): http://www.jaconlinejournal.com/archives/vol17.1/stacy-textual.pdf.

Put as simply as possible, a textual intervention requires that a reader change some portion of the original text and then determine the implications of that change.

For years, while teaching first year composition courses (that emphasized writing instruction through the study of literature and poetry), the “poetic intervention” assignment was always one of the most exciting units to teach. In most ways, I think it represented a chance for students to feel a bit rebellious. As most of us probably have experienced ourselves, the reverence and priorities that many teachers demand when assigning literature and poetry often obscures students’ own access to the texts. Interventions, however, offer a small, but meaningful opportunity for students to change that. When assigned, an intervention allows a student to invent a unique relationship to a text. At first they find it confusing, then liberating, and before you know it, they are explaining not just the changes they made to a given text, but how those changes differ from the author’s original work.

There is often a real excitement in the room when you tell students to weigh in to the margins of a revered text, or poem. But, this post is not about the method, or specific teaching strategies, etc. It isn’t a reinterpretation based on Rob Pope’s work, or a conceptual analysis of the practice; instead, I am sharing here one of the more successful examples that I created to introduce the practice and prepare students to conduct their own. Enjoy.

1. INTRODUCE THE POEM

General Script:

Let’s read a poem together. At the end of it, I will introduce you to an exercise that you will eventually do on your own. But before we get there, let’s read a poem that combines mystery and love with reading and writing.

This is a poem, titled “Marginalia” by the contemporary poet Billy Collins.

Marginalia

Sometimes the notes are ferocious,
skirmishes against the author
raging along the borders of every page
in tiny black script.
If I could just get my hands on you,
Kierkegaard, or Conor Cruise O’Brien,
they seem to say,
I would bolt the door and beat some logic into your head.

Other comments are more offhand, dismissive –
“Nonsense.” “Please!” “HA!!” –
that kind of thing.
I remember once looking up from my reading,
my thumb as a bookmark,
trying to imagine what the person must look like
why wrote “Don’t be a ninny”
alongside a paragraph in The Life of Emily Dickinson.

Students are more modest
needing to leave only their splayed footprints
along the shore of the page.
One scrawls “Metaphor” next to a stanza of Eliot’s.
Another notes the presence of “Irony”
fifty times outside the paragraphs of A Modest Proposal.

Or they are fans who cheer from the empty bleachers,
Hands cupped around their mouths.
“Absolutely,” they shout
to Duns Scotus and James Baldwin.
“Yes.” “Bull’s-eye.” My man!”
Check marks, asterisks, and exclamation points
rain down along the sidelines.

And if you have manage to graduate from college
without ever having written “Man vs. Nature”
in a margin, perhaps now
is the time to take one step forward.

We have all seized the white perimeter as our own
and reached for a pen if only to show
we did not just laze in an armchair turning pages;
we pressed a thought into the wayside,
planted an impression along the verge.

Even Irish monks in their cold scriptoria
jotted along the borders of the Gospels
brief asides about the pains of copying,
a bird signing near their window,
or the sunlight that illuminated their page-
anonymous men catching a ride into the future
on a vessel more lasting than themselves.

And you have not read Joshua Reynolds,
they say, until you have read him
enwreathed with Blake’s furious scribbling.

Yet the one I think of most often,
the one that dangles from me like a locket,
was written in the copy of Catcher in the Rye
I borrowed from the local library
one slow, hot summer.
I was just beginning high school then,
reading books on a davenport in my parents’ living room,
and I cannot tell you
how vastly my loneliness was deepened,
how poignant and amplified the world before me seemed,
when I found on one page

A few greasy looking smears
and next to them, written in soft pencil-
by a beautiful girl, I could tell,
whom I would never meet-
“Pardon the egg salad stains, but I’m in love.”

~Poet Laureate, Billy Collins


2. GIVE STUDENTS SOME TIME TO DIGEST THE POEM

General Script: Before we talk about this poem, take a moment (5 minutes) to look at the poem again and write down some of your reactions to it.

3. HAVE AN OPEN CLASSROOM DISCUSSION

General Script:

Ok, now: What are your reactions to this poem?

[Discussion]

Did you expect that ending?

[Discussion]

4. PROMPT A TEXTUAL INTERVENTION (IN SIMPLE TERMS)

General Script: Now, instead of just admiring the poem, what if you jumped into the text and changed it somehow? What would you change?

[Discussion]

But what if they did meet? (the one “whom I would never meet . . .”).

[Discussion]

What if the book wasn’t ‘Catcher in the Rye’ but ‘_____’ instead?

[Discussion]

What if the end-note hadn’t been “Pardon the egg salad stains” but a different sandwich?

[Discussion]

 

5. AND FINALLY, INTRODUCE THIS PREPARED SAMPLE INTERVENTION:

General Script: Let’s look at an example. What if the final line of the poem:

Original:           “Pardon the egg salad stains, but I’m in love.”

Was actually this instead?

Intervention:     “Watch out for the chocolate smear, but I dig this cat.”

A. GIVE A MOMENT FOR THEM TO THINK ABOUT THIS CHANGE

General Script: Take a moment (the next 5 to 10 minutes) and write down your immediate reactions to this change.

What kind of things did you jot down just now?

[Discussion]

B. SHARE SOME OF THESE PREPARED REFLECTIONS

  • Immediately it is obvious, this change isn’t nearly as good as the original; however, this simple change to the text made me, for a brief moment, consider more just what I liked about the author’s original, “Pardon the egg salad . . .”. From this brief ‘re-considering’ I realized that we are not entirely sure what the girl is asking us to pardon her for, the egg salad stain, or the fact that she has fallen in love with Holden Caulfield, or perhaps both. In fact, by making it less than certain, she is incidentally suggesting that, “Hey, it is just an egg salad stain. And it is just a little bit of love. You can forgive me for this right?”
  • Love, in this manner, is partially equated with an egg salad stain. She is inadvertently saying that they are similar – pardon the egg salad, pardon the love. Implicitly then, love takes on aspects of an egg salad stain. Love, like an egg salad stain, is a bit messy. It is yummy.
  • And further, I would argue that it is legitimate to go a bit further, that egg salad is usually something that people eat during the summer time. And so, according to this assumption, we can assume the time of year. We can assume it is hot out. And because of this assumption, we can virtually imagine this young ‘beautiful’ woman bounding out of the library, back into the hot-summer world . . . full of this new found ‘Catcher in the Rye’ love-inspiration, ready to do something daring, brave, bold, adventuresome.
  • And speaking of Holden Caulfield, what if she had said, “Pardon the egg salad stain, but I am in love with Holden Caulfield.” No, no this is not nearly as romantic. It is her state of being-in-love that is important. It is the simple fact that she feels love that appeals, I believe, to the narrator’s sensibilities and hence eventually my own (the reader). For if she is just-in-love, the possibility exists that she could eventually love others, like “you”. But if she is specific, if she says Holden Caulfield – is it possible to feel jealous?, considering it is someone that the author has never met?
  • What if it was chocolate smear instead of egg salad stain? Well, chocolate doesn’t have the summer feel to it. It isn’t as fresh, or healthy. It is more something someone would eat because they are gluttonous. They are indulging. Chocolate leads, in this manner, to a whole different feeling about this person. And we do not get the same sense of a specific time of year that the egg salad implies.

“She was a sad girl, I could tell.” Again, different poem, right? Now, practice this with a poem of your choice.

Workplace Literacy: A Short Questionnaire (Under Revision)

Workplace Literacy: A Short Questionnaire (Under Revision)

My question is, is it possible to create a “fun” and short set of questions that can also offer useful glimpses into a professional’s workplace literacy experiences? The goal is to create a short, approachable list of questions that professionals, across many different fields, wouldn’t mind answering.

That is my goal here with the following list of questions that I am currently working to improve and revise. Suggestions and revisions are welcomed in the comments section. See the current draft of the questionnaire below.

The “Turkel” questionnaire: Tell us a bit about you and your workplace

Studs Turkel is well known for offering glimpses into the lives, thoughts, and beliefs of working people. In even more playful formats, Vanity Fair has the “Proust questionnaire”. And “Inside Actor’s Studio” host James Lipton is well known for asking famous actors Bernard Pivot’s list of questions. This is a list of questions asked in a similar spirit –for fun, but also to give us some insight about you and your craft.

We are, of course, not as famous as actors on the “Actor’s Studio,” nor do we have a crowd of adoring fans as fascinated with our answers; still, we want to know: Who are you? What do you do? And what, briefly, is involved in the work that you do?

With this in mind, please take a few minutes and address the following prompts in as much detail as you want.

 

I. Tell us a bit about you:

Briefly, who are you?

What do you do for a living and where do you work?

Of your daily responsibilities, which are the most interesting, or most regularly annoying?

What are the prominent, or interesting features of your workspace(s)?

II. Tell us a bit about your workplace:

1. What is your favorite word in your workplace (or profession)?

2. What is your least favorite word in your workplace (or profession)?

3. Are there an unusual phrases, or terms that you are likely to hear only at your workplace?

4. What are some common mistakes that others make?

5. What technology is most important for your work?

6. What does this technology help you do?

7. What are the most important sources of information at your job?

8. Do you have any “tricks” for finding, or managing information at your job?

9. What from your past prepared you most for the job you have?

10. If you had a minute to advise someone just entering your workplace, what do they need to know about writing, or the process of writing to succeed?

Thank you!