If there is one aspect of a writing/thinking class, such as this one, that is most important and creates a successful learning environment, it is classroom discussions. It enables students to put their opinions and understanding of the subject at hand to good use, as well as help other students in seeing just what the topic really means. I am excited to be in an atmosphere in which classroom discussions play an enormous role in the learning process. It is a great opportunity for students to express what they think and create an environment where no student is wrong.
Professor David Hodges
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Counterintuitive Fall 2022 
Thank you so much for this reflection, Taylor. I don’t mean to take it as a personal compliment, but I very much appreciate hearing that you’re comfortable with and supported by the course methods. Without taking credit for creating the technique of classroom discussion, I’m gratified to know that open debate is a goal we should pursue. I also love that you remembered to call ours a thinking course as much as a writing course.
I want to warn you that I don’t entirely agree no student is ever wrong. I know I’m often wrong, sometimes spectacularly so, and I expect to be corrected when I am. You will do me a favor not to let me persist in error. But I do understand what you mean, I think, that no student should ever be made to feel bad for making a mistake. And of course, many discussions illuminate only our personal points of view, about which we cannot ever be wrong.
Finally, and briefly, I appreciate negative feedback as much as positive remarks like yours here (well, almost); I would be entirely unjust not to accept criticism since I dish out so much myself.
“I would have written a shorter letter, but I did not have the time.”- Blaise Pascal
Beautiful, Taylor, thank you.
You, your, yours, and you’re are banned from our writing forever.
Yes, they are, Taylor, and I’ll be on the lookout for them, but not banned from lectures, in which I will continue to tell you what you can and cannot do. And that’s the real lesson: addressing others as “you” means you’re either preaching to them or lecturing them, neither of which readers of essays appreciate.
If I do not understand a piece of feedback, I need to ask specifically what it means so I can apply it to my rewrite.
Almost completely true, Taylor, but the best way to ask for clarification is to tell me what you think the advice or correction means. That way I can tell just what sort of an idiot I’ve been and correct my mistake. Otherwise, I might just confuse you more.
Coffee Filter: As a science major, I am mystified as to why water molecules go through the filter, but not air molecules. Science encompasses every daily activity we do, even without us knowing it. I’m sure my Chemistry II professor would know the answer, but unfortunately I do not know.
I would be very grateful to hear your Chemistry professor’s explanation, Taylor, if you’re willing to collect and share it.
Counterintuitive Olympic Reforms: It is amazing that something, such as the Olympic Games, that is supposed to bring all of the countries in the world together, can’t get together to agree on fair judging for figure skaters.
I completely agree, Taylor. The good news about the Olympics is that favoritism is nonexistent among judges in events such as the ski jump, which recruit their judges on the basis of their expertise, not their nationality. Figure skating needs to get its act together.
I must have an extremely conservative opinion on what art is. The wine rack and cheese grater to me, aren’t art. My traditional view of art consists of a person making something themselves by hand.
A06 is an extremely intimidating assignment.
It is starting to really sink into my mind that when writing anything you need to actually say something. I’ve realized how much I have written words, such as “discusses” and “talks about,” and that those words don’t say anything at all. Anything I write needs to make a claim about whatever I am writing about. I still need to practice this, but hopefully by the end of the semester I will have mastered this skill.
You make me happy and proud, Taylor. Good work on that rewrite. I could still offer plenty of advice, but that’s not an indictment. As you know, I’m never satisfied with my own stuff either. I like your spirit.
This has been my favorite class so far of the semester. Although talking about dying and getting cremated always freaks me out, I really enjoyed most of the discussion.
On Thursday, we will read an article and identifying its definitional claims.
Yep. Did that.
I have never come in contact with riddles as difficult and thought provoking as the riddles that are posted to this blog.
I’m going to consider that a big recommendation, Taylor. I love to provoke and I love that you’re thinking. Thank you for letting me know.
Thinking of a proper first sentence is a science that needs a lot of practice.
Yep. 🙂
I’m here.
There is no final exam!
After our conference today, I’m pretty sure I am even more confused than I was before. I’m sure all of these essays will come together by the end, but I don’t see how they are connected now. I am still completely lost in what I am supposed to write for the causal essay. I’m just completely lost.
Well, you’re very smart, Taylor, so your confusion must be my fault. Maybe I should back off a bit and remind you there was nothing actually wrong with your definition essay, if it were to stand alone and describe some basic facts to readers who knew nothing about the topic. It can and should do more than that, and you’re more than capable of making it be a meaningful essay all by itself, but if you’re overwhelmed by the prospect or don’t have the time, let it go.
I see there’s another comment up the stream. Maybe you’ve had another idea since this one.
I was here March 27th, just forgot to take down a note.
Yes, I remember.
This is a complicated topic, and I feel I am not doing it justice. If my original idea was exploring how men define rape when women are, for the most part, being raped, why am I only focusing on defining consent and the cause and effects of defining it.
Taylor, you and I both want you to do the topic justice. Let me help you connect the dots here. Your original idea is that men define rape (in their favor of course) so that they can escape punishment for taking what they’re not always freely given. Is that fair? If so, the concept of consent is absolutely central to your thesis.
If men are in charge of the definition of consent (she married me; therefore, I always have her consent)(we have had sex before, so when we go out now, consent is understood)(she drinks a lot and doesn’t always give me a clear Yes, but she doesn’t say No), rape can occur without consequence.
Therefore, the definition of rape depends on the definition of consent. What men call consent, women think of as rape. Consequently, man’s version of rape is the cause; tolerance of rape in its many forms is the effect. I don’t think the two essays could be more closely connected. I also believe the two of them together prove your thesis, as you stated it above.
Do you feel less confused when the essays are reduced to their essence this way?
So there are basically two essays/thesis in the one essay that I will write? Other than that question, I am a lot less confused as I was before. Thank you very much for the clarification.
Most thesis statements, as simple as they sound, make several claims that can be proved. Yours contains the claim that men define rape and the claim that women are being raped. One is a definition claim, the other is a causal claim. In your two essays, you examine one claim each. When the essays are combined, you’ll see you have sections that work together to prove the original thesis.
I can’t wait to have class outside on Thursday.
Me too, Taylor. The weather will be beautiful. What’s a good location, the bleachers of the softball field?
Haven’t missed a class yet!
Here