2025 #12 Every Day I Write the Book: Notes on Style (Kumar)

 

Every Day I Write the Book: Notes on Style by Amitava Kumar
My rating: 4 of 5 stars

Kumar captures the quirks as well as the slings and arrows of writing in academia through a mish-mosh of anecdotes, short essays, and what feels at times to be scrapbooking (in a good way). The book is divided into nine parts: I) Self-Help; II) Writing A Book: A Brief History; III) Credos; IV) Form; V) Academic Interest; VI) Style; VII) Exercises; VIII) The Groves of Academe and IX) Materials.

Those interested in a writing "guide" can just skip to Appendix A: "Ten Rules of Writing", but as the strikeout text on the book's cover implies, this is not a guide (in the traditional sense) nor a report on style. Instead, it is a memoir (in parts) of a writing life, interspersed with nuggets of widsom, dry humor. Fans of Anne Lamott's Bird by Bird may recognize Kumar's small pencil and folded index card that he carries in his pocket, and indeed many of his recommendations align with Lamott's, albeit with a slightly less sardonic tone.

While one would expect Kumar to be "well-read," he shares his knowledge pragmatically, without pomp, and always with clarity of meaning. We don't just get a vast bibliography shared through an eclectic set of "notes", but actual motivation to read those essays and books. There's an earthiness and honesty in Kumar's voice, that manages to critique academia while still acknowledging his own role within. A few bits felt more self-indulgent than instructive, although sometimes the shortest offerings packed a punch, such as the final note of part III: "Credos remain meaningless abstractions unless put to use." (68). He reminds us that one can read endlessly about writing, but to be a writer, one must... write. And let's face it -- reading about writing provides comfort, as if filling our brains with what we ought to do is a substitute for actually doing it (and is a better alternative to binge-watching television).

Struggling academic writers would be well-advised to keep this book close at hand, as even picking one bit of it at random might help jolt you out of a slump. It can also be read in small doses, rather than cover to cover, and I might even suggest out of order, depending on your need at one moment (although there's a certain joy to the sections Kumar offers, and fun little surprises such as the wit about credos mentioned above).


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FTL2025 3B challenge Every Day I write the BooK-----> Kindred by Octavia Butler

2024 #26 The Department of Rare Books and Special Collections (Jurczyk)

 

The Department of Rare Books and Special Collections by Eva Jurczyk
My rating: 4 of 5 stars

I picked this up on a whim because I figured it would appeal to my librarian alter ego. While the "Mystery of the Missing Manuscript" might not appeal to everyone, anybody who has any experience with the politics and personalities of academia will find something to enjoy here. Jurczyk writes with a dry humor that befits her protagonist, Liesl. Liesl is an interesting character -- full of inner desires and hopes, but moves through her life with a wry smile and grudging utilitarian tolerance for the fools (all men) she must suffer to keep her job. There is definitely a subtext here, but it is written with a complexity of character that lends the book an intricacy and intellectual heft. There is also a message about how well we know the people we work with--the assumptions we make, the choices as to how close to get...when one becomes a "friend" beyond a "colleague." It is a puzzling novel in that if you were to describe the basic plot to me, I probably wouldn't think it would go far, but Jurczyk does an admirable job of building dimensionality into the characterization and the plot so that the reader can't help but be interested.

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2023 #20: Undermining Racial Justice (Johnson)

 

Undermining Racial Justice: How One University Embraced Inclusion and Inequality by Matthew Johnson
My rating: 4 of 5 stars

I started this book in 2020 and have read it in fits and starts since then, but truly I cannot imagine a better book to have returned to in the last few weeks as the Supreme Court erodes justice. While the book could have used more judicious editing, the major takeaway here is about co-optation of diversity initiatives. This insidious behavior infects many companies and institutions of higher learning, partially because it is often done in the name of "DEI." This carefully researched book details the ongoing saga of co-optation at the University of Michigan, but the lessons apply to many different institutions. "Diversity" is often more convenient and aligned with maintaining classist infrastructures than "inclusion", and Johnson chronicles the history of how such programs develop and undermine actual justice for those who fight for it the most. Racial retrenchment is sustained by propaganda and programs that masquerade as restorative of justice. Johnson's epilogue is prescient:

"As I write the final words of this book, anti-affirmative action cases against Harvard University and the University of North Carolina- Chapel Hill make the urgency for disruptive change even more pressing. It's possible that the Supreme Court will ban affirmative action in all American universities, public and private, in the next five years. It's a sobering thought. It's even more sobering when you consider that affirmative action in higher education has been a tool of co-optation that preserved the institutional values that continued to privilege white middle-and upper-class students. If anti-affirmative action forces put this much effort into challenging practices that preserve racial disparities, imagine the forces that will coalesce to resist efforts to disrupt institutional values and create a truly fair and equitable system."

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2023 #15: Contemporary Music Notation (Valle)

 

Contemporary Music Notation: Semiotic and Aesthetic Aspects by Andrea Valle
My rating: 3 of 5 stars

I want to preface this with the recognition that I read the book in English translation, so I'm not sure my criticisms of the writing are altogether fair. This is an important book, full of enriching insights, but the writing obfuscates with an over-abundance of dependent clauses, inflated vocabulary, and esoteric references. In other words, a quintessential academic tome. I recognize that semiotics prides itself in jargon-creation, so I do see some of this as symptomatic of the field. That said, semioticians who are fond of quoting and referencing Umberto Eco would do well to read some of his books on writing, or simply to note his ability to write with humor, clarity, and relative concision.

Valle has an impressive knowledge of both semiotics and musical scores, and the inclusion of figures both well known and lesser known makes this a very valuable book. Valle does not look at graphic scores in isolation either (although that is the primary focus), instead tracing lines of connection and departure with integral serialism and the like. Readers who are not at least roughly acquainted with the works of Charles Sanders Peirce and Umberto Eco may find themselves frustrated, especially as Valle ultimately relies heavily on Peircean conceptions of "sign." Inasmuch as the author claims their aim was to "outline a picture as complex as possible" (187), the book truly succeeds. The complexity provides many springboards for further interrogation and anyone pursuing scholarly work in this area would be well-advised to familiarize themselves with Valle's work here. The complexity, on the other hand, sometimes makes the overall narrative rather unwieldy, diving too deeply into self-referentialism and the "'fuga an infitum' of semiosis as a mental process" (186). There are rather fascinating topics that Valle touches upon briefly, such as looking at a new concept of "oral tradition" in works of Stockhausen and Bussotti, and it becomes clear that the author has an expansive mind and ability to make fascinating connections. Many of the more frustrating aspects could have been mitigated with some rigorous editing: in Chapter 2, for example, the revelation of three basic hieroglyphic aspects of notation comes approximately twenty pages after the subject is introduced.

The book is beautifully researched, and along with crucial semiotic sources, also dialogues intentionally with the work of Erhard Karkoschka, REGINALD SMITH-BRINDLE and other foundational scholarship. The absence of an index is extremely frustrating, but certainly not a criticism unique to this particular book. The frustration, however, attests to how much Valle packs into approximately 180 pages, as my own notes are filled with cross-references and maps to navigate Valle's useful and thoughtful interrogations

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2020 #4 Learning Across Cultures (Eds. Mikk/Steglitz)

Learning Across Cultures Locally and Globally by Barbara Kappler Mikk
My rating: 4 of 5 stars

While this book is geared toward international and study-abroad programs, there are many essays within that will be helpful for anyone who teaches international students. There are places where the prose could have been curtailed and occasionally the boos seems like a thinly veiled advertisement for NAFSA (Association of International Educators--and the publisher of the book).

Depending on the needs of the reader, mileage will vary in terms of the relevance of each chapter. Jeremy Geller's "Terminology and Intersections" is a good primer for those new to the concept of interculturalism. Geller's parsing of "international" vs. "global" is a useful mindset for considering approaches to curriculum and pedagogy. Shanton Chang and Catherine Gomes offer valuable insights in their contribution, "International Student Identity and the Digital Environment." In addition to an overarching application of "mobile" and "interesecting" identities, the authors make several sound recommendations for how best to approach integration and use of digital platforms with a student cohort. This particular essay has immediate relevance to our current situation in 2020. Most importantly, the authors remind us that a student's self-identification in terms of culture (broadly defined) is central, and that even seemingly innocuous terms like "international student" can mean something different to the student than those who use the terms most frequently. Katherine Punteney introduces the concept of "intercultural competence" and continues some of the threads implied in the previous essay. As with the Shang/Gomes essay, Punteney's "Social Psychology in Intercultural Contexts" offers strategies and recommendations, notably four "essential strategies for creating safe and inclusive learning environments" (based upon Marcia Baxter Magolda's work).

While Yuliya Kartoshkina's "Neuroscience Behind Intercultural Learning" is interesting, it does seem to be a bit of an outlier in the collection. She takes a pro-learning styles approach and advocates for an understanding of neuroplasticity as an educational goal. Also valuable is the note that people with a shared culture often display shared neurological patterns.

Tara Harvey's "Design and Pedagogy for Transformative Intercultural Learning" is one of the more robust essays of the book, both in its clear delineation of best practices, as well as a 7-step adaptation of Dee Fink's backward course design principles. This would be a valuable essay to share with anyone involved in a curricular review process, and would offer a clear-cut and specific approach to "reverse engineering" (or backward design) for instructors, rather than just a general philosophy of considering "learning outcomes when constructing your syllabus". Barbara Kappler Mikk and Thorunn Bjarnadottir's "Intercultural Facilitation" is likewise a very useful offering for teachers. There are also helpful ideas about facilitation that could be implemented by students themselves in discussion-based classes and seminars.

"Mindful Reflection in Intercultural Learning" by Linda Gross and Michael Goh presents a few helpful models, specifically IDEO/Tim Brown's "T-shaped" competencies model, and Ash and Clayton's 2009 DEAL model for critical reflection. The former needed a bit more contextualizing, particularly in terms of distinguishing between disciplines and systems. The essay, however, provides a meaningful prelude to the work of James Lucas and Scott Blair that follows. In "Learning Outcomes and Assessment" the authors clearly differentiate between assessment and evaluation--something that is often overlooked in higher education. The subtext here is that if "grading" is assessment, it deserves to be inextricably tied to learning outcomes but should also be done in such a way that the feedback is geared toward continuous improvement in the student. What the authors don't say, but is implied, is that instructors should consider their own ability to give *timely* feedback when considering what is assessed in a course. There's a clear intention to align Bloom's taxonomy levels in learning outcomes, assignments, types of evaluation, and types of assessments.

Lucas and Blair echo the work of the others in describing the features of a global (rather than "international") focus, and perhaps the most salient is that the global:

conceptualizes culture from multiple perspectives and layers, with culture becoming more than race or nationality and involving a knowledge of self, one's place in greater society, and the biases, privileges, and implications of that place. (208)

As a whole, the collection admirably keeps this larger understanding of culture as a thread throughout the essays and has a transparent agenda in that regard. Most of the readings are accessible to those who are not entrenched in pedagogical theory, and each essay offers extensive bibliographies. The Appendix condenses the "take-aways" from each chapter, which is helpful for future reference and potentially for sharing out the information in a concise way across faculties and other cohorts who might find it useful.

2019 #7 The Cambridge Companion to John Cage (ed. David Nicholls)

The Cambridge Companion to John Cage by David Nicholls
My rating: 4 of 5 stars

While I have read many of the essays in this anthology, I (re-)read the book cover-to-cover to get a better sense of the whole.

This is a very strong anthology in the Cambridge Companion series. Divided into three parts (Aesthetic contexts; Sounds,words, images; Interaction and Influence), the book investigates the different facets of Cage's life and career using a wide variety of methodologies. There are surveys of his contributions in a particular area such as Kathan Brown's essay "Visual Art" (Ch. 7) and most notably, David Patterson's "Words and Writings," which, for my money, is one of the best examples of a bibliographic essay I've seen. For the most part, the language and content are accessible, although there are a few instances of "insider's club" name-dropping without description or annotation. For those heavily invested in analysis of Cage's music, it would be a good idea to have The Music of John Cage by James Pritchett close at hand, as it is one of the most often cited sources in the anthology. David Bernstein's "Cage and High Modernism" essay gives a necessarily simplified and succinct explanation of Cage's use of the I Ching, which is useful as many sources simply gloss over it. William Brooks, in his contribution "Music II: from the late 1960s" traces threads from Cage's own descriptions of materials, method, structure, and form (see Cage's "Defense of Satie" (1948), parsing it into a discussion of works with a haiku-based structure, works that use graphic materials, works that use ambient sounds, and those works that alternate sound and silence. Leta Miller's "Cage's Collaborations" provides a nuanced examination of the different ways in which Cage "collaborated" and the questions (and some answers) that arise regarding artistic collaboration as a whole. John Holzaepfel examines one of Cage's most famous collaborations ("Cage and Tudor"), illuminating the mostly symbiotic relationship and how Tudor's involvement shaped both the works and the reception thereof.

Some of the repeated information is cross-referenced and acknowledged, some of it is not. The redundancies are only mildly troubling (in terms of reading experience) should you read it cover to cover. Overall, David Nicholls did a fine job of editing the book and most of the essays seem to have a consciousness of the whole. Helpful too is the "Chronology" on pp. xii - xiii, especially since, as many of the essays note, a chronological discussion is not always the best approach to examining Cage.

2019 #2: Jennifer Walshe: Spiel mit Identitäten

Jennifer Walshe: Spiel mit Identitäten by Franziska Kloos
My rating: 4 of 5 stars

If you read the interview with Walshe at the end of the book, you understand that Kloos' work is basically a philosophical expansion of that interview. She engages with primary sources, but the "name-dropping" of philosophers without citation was aggravating on occasion. The opening chapter is valuable in terms of framing the discussion--Kloos provides Erik Erikson, Stuart Hall, and Judith Butler as lenses through which we might understand identity. Chapter 2 wanders a bit more, investigating Walshe's place in the avant-garde and new music. She summarizes the biographies of the alter egos of Walshe's Grúpat and briefly muses upon the reconciling of these individual identities with group identity. There is some redundancy across chapters, but this is unsurprising as one of Kloos' main points is that Walshe's music doesn't fit traditional categories or modes of analysis.

Kloos gives Chapter 4 over to analysis--and this is where the book is weakest for me. Kloos has insightful observations, but her methodologies vary so greatly that some readings of pieces come up short. We don't know what to expect since there is no systematic approach to analysis. It may very well be that this is due to the content of the works themselves (as well as varied access to materials), but then I would have preferred that the analysis be integrated into the prose of the other chapters. Kloos' "listening journal" approach to Walshe's "As mo cheann" addresses the difference between listening with and without a score, but for readers who are looking to engage with the piece academically, this might prove frustrating. Still, in that Kloos includes gesture, breath sounds, and performativity in her discussions, she provides a good example of what solid analyses of contemporary music might look like.

I've always bemoaned the lack of discourse with the work of living composers--but I get it. It is much easier to use a critical eye (and ear) toward music when the composer is dead. Kloos posits, however, that Walshe's music authorizes listeners to be co-creators, in effect--a glimpse at a democratic idea that "those who listen, have a say" (107). In her final statements, Kloos remarks that Jennifer Walshe invalidates the biographical relationship between work and author, but it is her work with the alter egos of Grúpat that allow her to do so without metaphorically "killing" the author ( a la Barthes).

This is an important book and I would love to see it come out in an English translation. It is a good primer on the New Discipline and provides bibliographic value as well (Kloos curates a helpful list of Internet sources).

(Cross-posted at Musically Miscellaneous Mayhem)

2017 #2: Engaging Ideas (John C. Bean)

Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom by John C. Bean
My rating: 5 of 5 stars

This book is an essential read for anyone teaching in higher ed in any discipline that can involve writing. It will serve as a primer for some, a review for others, and a reference for all. With wide margins for annotation (for a meta experience see Chapter 8 "Marginal notes approach), this book will encourage and invigorate you to incorporate writing and and critical thinking in meaningful ways. John C. Bean offers different approaches, and while not all are created equal, he manages to strike a balance between "my way or the highway" and just a survey of methods. He offers different types of marking rubrics and plentiful examples. Both idealistic and pragmatic, Bean has managed a guide that balances pedagogical theory/philosophy (Piaget, Rogers, Elbow, Perry) with good old-fashioned "how to". The book diagnoses problems with writing (such as the "data dump" or the "and then" paper) and looks at the teacher's role in creating "cognitive dissonance" to present knowledge as dialogical, not informational. I have only one question that went unanswered. Bean is a big fan of "rewrites". One aspect he doesn't address is those students who may decide to do less than is required the first time around because they know they'll have the chance to rewrite. For me, that is different than "revision." But I value the fact that Bean's book raised this question for me. This is an indispensable book that I will return to time and time again.

2015 #9: Writing Without Teachers (P. Elbow)

This is a classic and it is easy to see why. I have been familiar with Elbow's ideas (e.g. "the doubting and believing game") for quite sometime, but had received much of the information secondhand. For their time, the ideas in the book were revolutionary. In today's culture of "flipped classrooms" and the like, I hope that he finds more sympathetic reception for his ideas. A "teacherless writing group" isn't necessarily realistic within most college curricula, but I think every teacher who grades papers needs to read this book. The book could also be called "Reading for Teachers"--although admittedly some of this information is subtextual. It is rather dreadfully unfair when you consider what happens in most undergraduate classrooms with "term papers"---and indeed most written assignments. Students have very little chance to muck out their ideas and the motivation for doing so is almost always external (going for the grade). Elbow advocates personal freewriting as an inroad for students to find an investment in their own writing. But he also--and this was my takeaway--admonishes the overly critical, doubting attitude that has swallowed up academia and intellectual culture. It is possible to uphold critical thinking as a value, but that can include the "practice [of] getting the mind to see or think what is new, different, alien" (173). By *believing* in other perceptions and experiences, we widen the scope of our ability to "make a gestalt" as Elbow says. While I'm still inclined to grade papers because I think assessment is too systemic to chuck it out the window at this point, I think I can integrate a lot of the ideas of the teacherless writing group into my classes--more so than I already have--and even more importantly, into my reading and grading.

The slightly ironic aspect of the book is Elbow's defiant use of repetition and metaphor to address his detractors. He writes on the defensive at times, and the new edition makes clear why this is, but it can feel a bit tiresome when one is playing the believing game with his book. At the same time, it is "meta" in some respects, because Elbow is clearly playing the doubting and believing game in his own prose. So his "invisible" detractors are sometimes advocates and sometimes naysayers. The most fascinating part are the windows into his own process--particularly the second appendix of the twenty-fifth anniversary edition where he shares some of his messy freewriting that eventually found voice in the book.

2015 #7: They Say, I Say by G. Graff and Cathy Birkenstein

They Say/I Say: The Moves That Matter in Academic Writing by Gerald Graff
My rating: 4 of 5 stars

I share the concerns of those who dislike the idea of templates, but I can see their usefulness, at least in part. There are a lot of valuable ideas in this little book, however, and I think it can be a great resource for teachers who can then tailor the exercises to achieve similar goals. For example, my department feels strongly that students should NOT use first person for scholarly research writing (in disagreement with the authors of the book). That doesn't mean that the book is useless. I've gone through and highlighted the examples that are in third person. I found certain sections a bit questionable (e.g. "Mix Academic and Colloquial Styles") but the authors write very much in the spirit of suggestion, rather than dogma. The book provides some very admirable and engaging ideas as to how one might tackle the mega-question: Why does writing matter? Getting students to enter a dialogue with unseen respondents is difficult, but this book presents several exercises (many of which are not dependent upon templates) that can help students engage with writing as part of a much larger conversation, rather than a single assignment for a teacher or professor.