Another obligation that I have as a teacher is to make available to students a range of options and devices and approaches, rather than saying "well here's one way to do it and that's the only way that's good."
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In undergraduate classes, I often see writers who are still simply imitating. I mean, we all imitate - that's how we learn to speak or write in the first place - but they're writing a Dean Koontz novel or something.
Portland is a pretty magnificent place to live.
I don't know whose sensibility I'm responding to. Until someone starts pushing against what they've inherited and starts making their own decisions about language, it's difficult.
Another obligation that I have as a teacher is to make available to students a range of options and devices and approaches, rather than saying "well here's one way to do it and that's the only way that's good."
I have what I came to find in my research is a mild form of synesthesia, though I never would have labeled it as such. It's how I think about numbers and letters. They all have inherent genders.
Giving the reader the space to move around and be active, and encourage their active response is important to me. That will connect the reader more to the text.
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