Word: professors
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Dates: during 1980-1989
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WHEN I recently requested permission to dual submit an essay, I was told by one professor that my paper for him must be twice the regularly assigned length. His reasoning, he told me, was simple: dual submission is not an excuse for a student to do any less work than his or her chosen schedule demands. If I wanted to submit one paper for two classes, I had to produce a significantly more substantial piece of work...
This is not, of course, what I wanted to hear. After all, what right did this professor have to tell me how much work I should be doing? I could just as easily have chosen a lighter courseload and not had the problem of having to do two 10-pagers, a 12- to 15-page one, and a 30-page tutorial essay due for the end of the term, and he could not have done anything about...
...syllabus sounds promising, but the lectures often cannot live up to their billings. Certainly, Professor Coles' literary expertise is impressive and his timely anecdotes are entertaining. He is a fluent, engaging speaker, completely at ease talking about his favorite authors and their works. Problems arise, however, as soon as we discover the assumptions underlying his twice-weekly monologues...
...Professor Coles seems to take for granted the homogeneity of his student audience. His lectures are geared towards an audience of middle-to-upper class whites who have fairly similar experiences within a limited variety of backgrounds. He uses this assessment to create a common vantage point from which to study the readings, unconsciously presenting an "us vs. them" attitude which ignores Harvard's much-touted respect for diversity. Students generally refer to the characters in the stories and the subjects of the nonfiction books as "those people," a disconcerting phrase that emphasizes the distance between different ethnic and socio...
...example, in a recent lecture on his book The Old Ones of New Mexico, Professor Coles read a long section about an elderly Mexican woman's thoughts as she approached the end of her life. Then he asked the audience to think about the differences between their lives and her life: differences in culture, language, geographic location, social status, education. As is customary in this class, he asked for reflection on differences, not similarities; he asked his audience to create a distance between themselves and the people they meet in the readings. He doesn't seem to expect the students...