Categories
Archives by date
| S | M | T | W | T | F | S |
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 |
| 8 | 9 | 10 | 11 | 12 | 13 | 14 |
| 15 | 16 | 17 | 18 | 19 | 20 | 21 |
| 22 | 23 | 24 | 25 | 26 | 27 | 28 |
| 29 | 30 | |||||
Ebook readers and markets
At the beginning of the month, one of The Big Things at the Consumer Electronics Show in Las Vegas was the proliferation of electronic readers (or ebook readers), and as someone who bought a Sony ebook reader a few years ago for work purposes, I have a few thoughts that are different from the standard […]
Avoid the interrupting, comma
One more bit of advice to students this afternoon: If you wish to write forceful sentences, do not be a writer, who places a comma between the subject, and verb of a sentence, nor between parts of a compound verb or noun with, only two items, nor in the middle of, a prepositional phrase. (Remove the underlined […]
Do not use dictionary definitions in papers, unless you’re writing a paper about dictionaries
A word of advice to all students: in almost every subject, no matter what some teacher told you years ago, do not ever waste your time or words repeating a dictionary definition in an academic paper. Whatever Mr. Johnson’s and Mr. Webster’s successors wrote down is descriptive, not authoritative, and almost certainly it is useless […]
New grading routine attempt… and why Blackboard 8 continues to be horrible
I need to crack down on myself today and spend all of it grading and doing other teaching-related tasks. Now that I have figured out an awful, awkward, arguably arbitrary workaround for an incredibly stupid usability problem with the Blackboard 8 Grade Center,* I know how students can access feedback I upload and can be […]
Looking forward to reading midterms
A few minutes ago, I finished preparing the midterm for my undergraduate history of education class, and I am looking forward to reading student responses. For this semester, I decided to write a midterm that was entirely focused on historical documents in the form of primary-source identification items. The task for each item requires that […]