Bad academic writing:

I’m reading for an essay on Tom Perrotta’s Election and Anita Shreve’s Testimony and came across this, from Timothy Aubry’s “Middlebrow Aesthetics and the Therapeutic: The Politics of Interiority in Anita Shreve’s The Pilot’s Wife:” “Although occasionally called upon to perform certain emeritus functions, the omniscient narrator has retired decisively from the scene of contemporary United States fiction.” Translated from academic-ese to English, this roughly means, “Contemporary writers seldom use omniscient narrators.” If absolutely necessary, you could say, “Contemporary American writers seldom use omniscient narrators.”

EDIT: And, for an entertaining counterpoint, Paul Dawson says in “The Return of Omniscience in Contemporary Fiction:”

I want to begin this essay by pointing out what I think has become a salient feature, or at least significant trend, in contemporary British and American literary fiction: namely, a prominent reappearance of the ostensibly outmoded omniscient narrator. In the last two decades, and particularly since the turn of the millennium, a number of important and popular novelists have produced books which exhibit all the formal elements we typically associate with literary omniscience: an all-knowing, heterodiegetic narrator who addresses the reader directly, offers intrusive commentary on the events being narrated, provides access to the consciousness of a range of characters, and generally asserts a palpable presence within the fictional world.

So what’s happening to omniscient narrators? Are they “seldom use[d]” or making “a prominent reappearance?” Or both?

Why professors don't bother

When I was an undergrad, I noticed that professors were often reluctant to deeply engage with students; when I got students of my own, I realized why and wrote “How to get your Professors’ Attention — along with Coaching or Mentoring” to explain it. Since then, I’ve noticed one other facet of this general phenomenon: when I do engage, or spend a lot of time offering advice or guidance, students often ignore it—making me feel like I wasted my time. Paul Graham’s footnote in A Word to the Resourceful catalyzed this realization for me:

My feeling with the bad groups [of tech startup founders from Y Combinator] is that coming into office hours, they’ve already decided what they’re going to do and everything I say is being put through an internal process in their heads, which either desperately tries to munge what I’ve said into something that conforms with their decision or just outright dismisses it and creates a rationalization for doing so. They may not even be conscious of this process but that’s what I think is happening when you say something to bad groups and they have that glazed over look. I don’t think it’s confusion or lack of understanding per se, it’s this internal process at work.

This happens with students too. A few weeks ago a former student wrote to me about career choices and whether she should major in biochem or English; she started with biochem but struggled in classes (which isn’t at all unusual in science classes). A friend majored in biochem major, so together we wrote a thorough response that turned into an essay called “How to think about science, becoming a scientist, and life” that should go up soon. After spending a couple hours detailing an array of issues, we sent the e-mail, and I got back a response saying. . . she’s going to go to law school and “become a judge.”

So all of the considered reasoning and description and discussion was merely “put through an internal process in” her head. (She’s not the only student to have done this, but she’s merely the most recent example.) Reading her response was painful because she has no ability to understand what being a lawyer or judge is actually like and no ability to project what she’s going to feel like or want in a couple of years, let alone ten, let alone twenty. She’s not alone in this: most people can’t anticipate what they’ll want in the future, and most of us can’t even remember what we were like in the past; we tend to imagine ourselves always having been more or less as we are now. That’s one of Daniel Gilbert’s remarkable insights in Stumbling on Happiness.

Now, I might be overwrought about this, and I might be wrong; one commenter said:

I’m not saying your student didn’t have a pre-filter as you describe. On the other hand, you may have been just one source of advice for your student. Asking for advice doesn’t mean that taking it is always the best course, it’s information to be weighed against all other advice and information.

This is certainly true, but I have’t gotten the sense that most students are doing this. My sense is that most are trying “to munge what I’ve said into something that conforms with their decisions,” or they just “outright dismiss it and create a rationalization for doing so.” The worst part isn’t even that they’re doing so: the worst part is that they’re probably not even aware they’re doing it.

(Observing this phenomenon also makes me wonder about how much I listened when I was an undergrad or just out of college; I may have been no better than the student I’m describing above.)

There’s a second reason why I suspect professors don’t bother and build intellectual moats, and it relates to “25 Things I Learned From Opening a Bookstore;” someone in a Hacker News thread about it said, “Turns out mild loathing towards users isn’t unique to software.”

I suspect that, in retailing, 95% of the customers are fine, but that last 5% take up a disproportionate amount of time and mental energy, whether because they’re clueless or morons or mean or whatever. That’s how I think jaded teachers / professors develop: most students are okay, but that small percentage of “story” students create all kinds of artificial barriers and special exceptions and so on that make the teacher / professor not real pleasant. (I won’t defend the exact percentage of 95 and 5 in teaching, but I will say that the vast majority of students are okay and thus not terribly memorable, while the bad ones or the jerks are entirely too easy to recall.)

One jerk makes a vastly larger impression than twenty nice students, customers, or waiters. The jerk sticks in your mind as an example, and the more you build defenses against the jerk, the worse you’re going to react to the average, reasonable student, customer, or waiter, because you’re calibrating your defaults to dealing with the tiny minority who are jerks or irrational or irrationally demanding, when you should try to ignore those experiences with the jerk minority. If you don’t, you’re going to be overly brusque or defensive, corroding the quality of your teaching, selling, or life. The rules you make to deal with the jerks also apply to the normal, pleasant students or customers. Paul Graham discusses this at the scale of companies in The Other Half of “Artists Ship”:

The gradual accumulation of checks in an organization is a kind of learning, based on disasters that have happened to it or others like it. After giving a contract to a supplier who goes bankrupt and fails to deliver, for example, a company might require all suppliers to prove they’re solvent before submitting bids.

As companies grow they invariably get more such checks, either in response to disasters they’ve suffered, or (probably more often) by hiring people from bigger companies who bring with them customs for protecting against new types of disasters.

It’s natural for organizations to learn from mistakes. The problem is, people who propose new checks almost never consider that the check itself has a cost.

Over time, business and government accretes rules that are designed to prevent mistakes, but those rules themselves can eventually become so onerous that they stifle legitimately good ideas. As professors or other people with power and knowledge begin building defenses based on the 5%, a lot of the 95% are harmed too—which is unfortunate. I’m also not sure there’s anything that can be done about this at the institutional level, because the incentives point to the value of building a moat. But by reminding individuals of the cost of the moat, and implicitly telling students how to get over it, perhaps a few people will have a better overall experience.

EDIT: Here’s Graham on funding startups: “The reason we want to fund the most successful founders is that they’re the most fun to work with. It’s exhausting trying to pep up founders who aren’t really cut out for startups, whereas talking to the best founders is net energizing.” Replace “founder” with “student” and “startup” with your field, and the same thing applies. So if you’re a student, you want to at least look, and ideally be, energetic and resourceful.

Why professors don’t bother

When I was an undergrad, I noticed that professors were often reluctant to deeply engage with students; when I got students of my own, I realized why and wrote “How to get your Professors’ Attention — along with Coaching or Mentoring” to explain it. Since then, I’ve noticed one other facet of this general phenomenon: when I do engage, or spend a lot of time offering advice or guidance, students often ignore it—making me feel like I wasted my time. Paul Graham’s footnote in A Word to the Resourceful catalyzed this realization for me:

My feeling with the bad groups [of tech startup founders from Y Combinator] is that coming into office hours, they’ve already decided what they’re going to do and everything I say is being put through an internal process in their heads, which either desperately tries to munge what I’ve said into something that conforms with their decision or just outright dismisses it and creates a rationalization for doing so. They may not even be conscious of this process but that’s what I think is happening when you say something to bad groups and they have that glazed over look. I don’t think it’s confusion or lack of understanding per se, it’s this internal process at work.

This happens with students too. A few weeks ago a former student wrote to me about career choices and whether she should major in biochem or English; she started with biochem but struggled in classes (which isn’t at all unusual in science classes). A friend majored in biochem major, so together we wrote a thorough response that turned into an essay called “How to think about science, becoming a scientist, and life” that should go up soon. After spending a couple hours detailing an array of issues, we sent the e-mail, and I got back a response saying. . . she’s going to go to law school and “become a judge.”

So all of the considered reasoning and description and discussion was merely “put through an internal process in” her head. (She’s not the only student to have done this, but she’s merely the most recent example.) Reading her response was painful because she has no ability to understand what being a lawyer or judge is actually like and no ability to project what she’s going to feel like or want in a couple of years, let alone ten, let alone twenty. She’s not alone in this: most people can’t anticipate what they’ll want in the future, and most of us can’t even remember what we were like in the past; we tend to imagine ourselves always having been more or less as we are now. That’s one of Daniel Gilbert’s remarkable insights in Stumbling on Happiness.

Now, I might be overwrought about this, and I might be wrong; one commenter said:

I’m not saying your student didn’t have a pre-filter as you describe. On the other hand, you may have been just one source of advice for your student. Asking for advice doesn’t mean that taking it is always the best course, it’s information to be weighed against all other advice and information.

This is certainly true, but I have’t gotten the sense that most students are doing this. My sense is that most are trying “to munge what I’ve said into something that conforms with their decisions,” or they just “outright dismiss it and create a rationalization for doing so.” The worst part isn’t even that they’re doing so: the worst part is that they’re probably not even aware they’re doing it.

(Observing this phenomenon also makes me wonder about how much I listened when I was an undergrad or just out of college; I may have been no better than the student I’m describing above.)

There’s a second reason why I suspect professors don’t bother and build intellectual moats, and it relates to “25 Things I Learned From Opening a Bookstore;” someone in a Hacker News thread about it said, “Turns out mild loathing towards users isn’t unique to software.”

I suspect that, in retailing, 95% of the customers are fine, but that last 5% take up a disproportionate amount of time and mental energy, whether because they’re clueless or morons or mean or whatever. That’s how I think jaded teachers / professors develop: most students are okay, but that small percentage of “story” students create all kinds of artificial barriers and special exceptions and so on that make the teacher / professor not real pleasant. (I won’t defend the exact percentage of 95 and 5 in teaching, but I will say that the vast majority of students are okay and thus not terribly memorable, while the bad ones or the jerks are entirely too easy to recall.)

One jerk makes a vastly larger impression than twenty nice students, customers, or waiters. The jerk sticks in your mind as an example, and the more you build defenses against the jerk, the worse you’re going to react to the average, reasonable student, customer, or waiter, because you’re calibrating your defaults to dealing with the tiny minority who are jerks or irrational or irrationally demanding, when you should try to ignore those experiences with the jerk minority. If you don’t, you’re going to be overly brusque or defensive, corroding the quality of your teaching, selling, or life. The rules you make to deal with the jerks also apply to the normal, pleasant students or customers. Paul Graham discusses this at the scale of companies in The Other Half of “Artists Ship”:

The gradual accumulation of checks in an organization is a kind of learning, based on disasters that have happened to it or others like it. After giving a contract to a supplier who goes bankrupt and fails to deliver, for example, a company might require all suppliers to prove they’re solvent before submitting bids.

As companies grow they invariably get more such checks, either in response to disasters they’ve suffered, or (probably more often) by hiring people from bigger companies who bring with them customs for protecting against new types of disasters.

It’s natural for organizations to learn from mistakes. The problem is, people who propose new checks almost never consider that the check itself has a cost.

Over time, business and government accretes rules that are designed to prevent mistakes, but those rules themselves can eventually become so onerous that they stifle legitimately good ideas. As professors or other people with power and knowledge begin building defenses based on the 5%, a lot of the 95% are harmed too—which is unfortunate. I’m also not sure there’s anything that can be done about this at the institutional level, because the incentives point to the value of building a moat. But by reminding individuals of the cost of the moat, and implicitly telling students how to get over it, perhaps a few people will have a better overall experience.

EDIT: Here’s Graham on funding startups: “The reason we want to fund the most successful founders is that they’re the most fun to work with. It’s exhausting trying to pep up founders who aren’t really cut out for startups, whereas talking to the best founders is net energizing.” Replace “founder” with “student” and “startup” with your field, and the same thing applies. So if you’re a student, you want to at least look, and ideally be, energetic and resourceful.

Why I try not to be too hard on students:

I was going through some old boxes from my parents’ house and found papers and stories I’d written as a freshman and sophomore in college; while the papers weren’t bad, the stories were terrible. The kind of terrible that gets justifiably mocked in academic novels like Blue Angel. The kind that would make many instructors throw up their hands in dismay and their lunch thanks in nausea. The kind that make me wonder what the hell could’ve made me want to keep going. Actually, I don’t wonder, because the answer is probably ignorance—the sort of ignorance I’ve been trying to cure, probably futilely, ever since.

Reading Eileen Pollack’s “Flannery O’Connor and the New Criticism: A Response to Mark McGurl” reminded me of those early experiences (the article is behind a bullshit paywall, by the way):

The careless inclusion of random details or digressions or the unintentional revelation of aspects of one’s own character are precisely what gets beaten out of a student even in the nicest, most tactful workshop (let alone the considerably more venomous workshops that tend to be the norm at Iowa). Even if novice writers are not narcissists in the therapeutic sense, they have rarely had the experience of writing for a disinterested audience (i.e., readers other than their mothers and doting high school English teachers). This means that a story’s prose must be coherent, the plot comprehensible, the characters (and the world they live in) believable and consistent (even if the story isn’t meant to be realistic). Writers soon learn that their classmates do not want to read a 20-page digression about a character’s fight with her parents because they did not buy her a BMW for her sixteenth birthday, or the endless details of a championship high school football game, or an angry fantasy about raping and mutilating a beautiful woman who rejects the main character’s amorous advances, or a sermon against abortion or nuclear war. A student may never receive a lecture on craft or the tenets of the New Criticism, but by handing out drafts of a story and listening to detailed responses from readers of all sorts, he or she will learn how best to convey the ideas and emotions he or she intends to convey and not include anything that reveals aspects of his or her psyche or autobiography that are irrelevant and/or embarrassing.

I gave and got criticism that was designed to beat out the merely random, and the class’s response was certainly a useful, if “venomous” and vitriolic, way of imparting important messages about audience reaction. If I teach fiction writing classes, I might include Pollack’s paragraph in the syllabus, even if the experience of attempting to write about not receiving a BMW or football games will probably still be necessary for students to get the lesson.

Looking at that old work shows me that, if I didn’t have the particular problems Pollack enumerates, I still had one analogous to them. When I’m looking at student work, I should remember my own development at an equivalent age.

The academic papers, fortunately, were much better, and I’d see a couple of them relatively recently. As a first-year grad student, I split a two-bedroom apartment with another first-year, and one night we found and traded papers from when we were freshmen, mostly out of curiosity: would we have lived up to the standards we imposed on others? The answer, fortunately, was yes, but I wouldn’t rank the papers I wrote as a freshman as among the best that my students have written over the last three and a half years.

Beyond critiquing it, however, the writing is itself a window on the old person I used to be, who has become a stranger to me over time, kept alive only through the random bits of writing that he chose to commit to paper or hard drive and drag around.

Why I write fewer book reviews

When I started writing this blog I mainly wrote book reviews. Now, as a couple readers have pointed out, I don’t write nearly as many. Why?

1) I know a lot more now than I did then and have lived, read, and synthesized enough that I can combine lots of distinct things into unique stories that share non-obvious thins about the world. When I started, I couldn’t do that. Now my skills have broadened substantially, and, as a result, I write on different topics.

2) For many writers, reviewing books for a couple years is extremely useful because it introduces a wide array of narratives, styles, and so forth, forcing you to develop, express, and justify your opinions if you’re going to write anything worthwhile. Few other environments force you to do this; in academia, the books you’re assigned are already supposed to be “great,” so you’re not asked to say if they’re crap—even though many of the assigned books in school are crap, you’re not supposed to say so. After going through dozens or hundreds of books and explaining why you think they’re good and bad and in between, you should end up developing at least a moderately coherent philosophy of what you like, why you like it, and, ideally, how you should implement it. You shouldn’t let that philosophy become a set of blinders, but it does help to think systematically about tastes and preferences and so forth.

You might not be saying much about the books you’re reviewing, but you are saying a lot about what you’ve come to think about books.

3) No one cares about book reviews. If people in the aggregate did care about book reviews, virtually every newspaper in the country wouldn’t have shuttered what book review section it once had. What a limited number of people do want to know is what books they should read and, to a lesser extent, why. Having established, I’d like to imagine, some level of credibility by going through 2), above, I think I’m better able to do this now than I was when I started, and without necessarily dissecting every aspect of every book.

It’s also very hard and time consuming to write a great review, at least for me.

Lev Grossman also points out a supply / demand issue in an interview:

There was a time not long ago when opinions about books were a scarce commodity. Now we have an extreme surplus of opinions about books, and it’s very easy to obtain them. So if you’re in the business of supplying opinions about books, you need to get into a slightly different business. Being a critic becomes much more about supplying context for books, talking about new ways of reading, sharing ways in which it can be a rich experience.

He’s right, and his economic perspective is useful: when something is plentiful, easy to produce, and thus cheap, we should do something else. And I’m doing more of the “something else,” using as my model writers like Derek Sivers and Paul Graham.

To return to Grossman’s point, we might also treat what we’re doing differently. Clay Shirky says in Cognitive Surplus: Creativity and Generosity in a Connected Age

Scarcity is easier to deal with than abundance, because when something becomes scarce, we simply think it more valuable than it was before, a conceptually easy change. Abundance is different: its advent means we can start treating previously valuable things as if they were cheap enough to waste, which is to say cheap enough to experiment with. Because abundance can remove the trade-offs we’re used to, it can be disorienting to people who’ve grown up with scarcity. When a resource is scarce, the people who manage it often regard it as valuable in itself, without stopping to consider how much of the value is tied to its scarcity.

Lots of people are writing lots of reviews, some of them good (I like to think some of mine are good) but most not. Most are just impressionistic or empty or garbage. By now, opinions are plentiful, which means we should probably shift towards greater understanding and knowledge production instead of raw opinion. That’s what I’m doing in point 1). I’m no longer convinced that book reviews are automatically to be regarded “as valuable in [themselves],” as they might’ve been when it was quite hard to get ahold of books and opinions about those books. Today, for any given book, you can type its name into Google and find dozens or hundreds of reviews. This might make pointing out lesser known but good books useful—which I did with Never the Face: A Story of Desire—and the New York Review of Books is doing on a mass scale with its publishing imprint. Granted, I’ve found few books in that series I’ve really liked aside from The Dud Avocado, but I pay attention to the books published by it.

4) It’s useful to keep When To Ignore Criticism (and How to Get People to Take Your Critique Seriously) by John Scalzi in mind; he says critics tend to have four major functions: consumer reporting, exegesis, instruction, and polemic (details at his site). The first is useful but easily found across the web, and it’s also of less and less use to me because deciding what’s “worth it” is so personal, like style. My tastes these days are much more refined and specific than they were, say, 10 years ago (and I suspect they’ll be more refined still in 10 years). The second is basically what academic articles do, and I’d rather do that for money, however indirectly. The third is still of interest to me, and I do it sometimes, especially with bad reviews. The fourth is a toss-up.

When I started, I mostly wanted to do one and two. Now I’m not that convinced they’re important. In addition, books that I really love and really think are worth reading don’t come along all that frequently; maybe I should make a list of them at the top. Every week, there’s an issue of the New York Times Book Review with a book on the cover, but that doesn’t mean every week brings a fabulous book very much much worth reading by a large number of people. Having been fooled by cover stories a couple of times (Angelology being the most salient example), I’m much warier of them now.

Unfortunately, academic writing is also usually less fun, less intelligent, more windy, and duller than writing on the Internet. Anything is accomplishes rhetorically or intellectually is usually done through a film of muck thrown on by the culture of academic publishing, peer reviewers, and journal editors. There’s a very good reason no one outside of academia reads academic literary criticism, although I hadn’t appreciated why until I began to read it.

5) Professionalization. To spend the time and energy writing the great review for this blog, I necessarily have to give up time that I would otherwise spend writing stuff for grad school. There could conceivably be tangible financial rewards from publishing literary criticism, however abstruse or little read. There are not such rewards in blogging, at least given academia’s current structural equilibrium.

(If you’re going to argue that this equilibrium is bad and the game is dumb, that’s a fine thing to do, but it’s also the subject for another day.)

6) People, including me, care more about books than book reviews. I’m better off spending more time writing fiction and less time writing about fiction. So I do that, even if the labors are not yet evident. A book might, conceivably, be important and read for a long period of time. Book reviews, on the other hand, seldom are. So I want to work toward the more important activity; instead of telling you what I think is good, I’d rather just do it.

Here’s T.C. Boyle o:

What I’d like to see more of are the sort of wide-ranging and penetrating overviews of a given writer’s work by writers and thinkers who are the equals of those they presume to analyze. This happens rarely. Why? Well, what’s in it for the critic? Is he/she going to be paid? By whom? Harper’s runs in-depth book essays, as does the New York Review of Books and other outlets. Fine and dandy. There would be more if there were more of an audience. But there isn’t.

For a long time, I did it free, though perhaps not at the level Boyle would desire; now I don’t, per the professionalization issue.

7) A great deal of art and art criticism does, in the end, reduce to taste, and the opinions and analyses of critics are basically votes that, over time, accumulate and lift some few works out of history’s ocean. But I’m not sure that book reviews are the optimal means of performing that work: better to do it by alluding to older work in newer work, or integrating ideas into more considered essays, or otherwise use artistic work in some larger synthesis.

8) In Jonathan Strange & Mr. Norrell, Norrell is having a debate with two toadies and says, “I really have no desire to write reviews of other people’s books. Modern publications upon magic are the most pernicious things in the world, full of misinformation and wrong opinions.” Lascelles, who has become a kind of self-appointed, high-status servant, says:

[I]t is precisely by passing judgements upon other people’s work and pointing out their errors that readers can be made to understand your opinions better. It is the easiest thing in the world to turn a review to one’s own ends. One only need mention the book once or twice and for the rest of the article one may develop one’s theme just as one chuses. It is, I assure you, what every body else does.

And because everybody else does it, we should do it too. Modern publications about literature probably feel the same as Norrell’s view of 1807 publications of magic, because it’s hard to tell what constitutes true information and right opinions in literature—making it seem that everyone else’s writing is “full of misinformation and wrong opinions.” (Norrell, of course, things he can right this, and in the context of the novel he may be right.) Besides, even if we are confronted by facts we don’t agree with, we tend to ignore them:

Recently, a few political scientists have begun to discover a human tendency deeply discouraging to anyone with faith in the power of information. It’s this: Facts don’t necessarily have the power to change our minds. In fact, quite the opposite.

Opinions are probably much the same, which explains how we get to where we are. Opinions about books even more so, which is how Lev Grossman came to say what he said above.

Anyway, Norrell realizes that book reviewing is often a waste of time, and Lascelles likes book reviewing not because of its intrinsic merit but because he thinks of it as high status (which it might’ve been in 1807). In 2011 or 2012, reviewing books might still be a waste of time and is a much lower status activity, so that even the Lascelles of the world–who I’ve met—are unlikely to be drawn to it.

As I said above, the best review of a book isn’t a review of it, but another book that speaks back to it, or incorporates its ideas, or disagrees with it, or uses it as a starting point. Which isn’t a book review at all, of course: It’s something more special, and more rare. So I’m more interested now in doing that kind of review, like Norrell is interested in doing magic instead of writing about other people’s opinions of doing magic, rather than writing about whether a book is worth reading or not. I’ll still do that to some extent, but I’ve been drifting away for some time and am likely to do so further. If Lev Grossman is remembered beyond his lifetime, I doubt it will be for his criticism, however worthy it might be: he’ll be remembered for The Magicians and his other literary work. I’d like to follow his example.

EDIT: Here’s Henry Bech in The Complete Henry Bech:

That a negative review might be a fallible verdict, delivered in haste, against a deadline, for a few dollars, by a writer with problems and limitations of his own was a reasonable and weaseling supposition he could no longer, in the dignity of his years, entertain.

Yet this is the supposition artists need to entertain; critics’ opinions are as cacophonous and random as a jungle, and listening to them is hard, and, the writers who react most vituperatively to critics are probably doing so because they fear the critic or critics might be right.

Updike is also writing close to home here: the better known the writer, the more critics he’s naturally going to attract. So the volume of critical attacks might also be linked to success.

Links: Paypal’s bogusness, Ribbed Tees, literary friendships, literary “research,” and Alex Tabarrok’s new book

* Do not ever use Paypal; this story from someone who gets their accounts frozen is standard (GoDaddy is also very bad). I had a nasty experience with Paypal that guarantees I will never, ever use them again, and I can tell you from experience that their legal department is just as jerky and condescending as their dispute resolution department, which is described at the link. By now, if you use Paypal, I won’t say that you deserve to have your funds stolen by the company, but I will say you really ought to know better. Search for “Paypal sucks” and you will find innumerable examples just like this one.

* Cultivate literary friendships. I do this but it’s seldom easy, especially when it comes to separating the posers from the authentic. But books are here as social devices, and yet I think they’re too rarely considered in this light.

* The Research Bust:

[A]fter four decades of mountainous publication, literary studies has reached a saturation point, the cascade of research having exhausted most of the subfields and overwhelmed the capacity of individuals to absorb the annual output. Who can read all of the 80 items of scholarship that are published on George Eliot each year? After 5,000 studies of Melville since 1960, what can the 5,001st say that will have anything but a microscopic audience of interested readers?

* There’s a daft NYT discussion that asks, “Why Does the SAT Endure? It then narrows: “If [. . .] the test can be gamed, why are the scores still so meaningful to college admissions officials, and does the SAT put students who can’t afford to take prep classes at a disadvantage?” Colleges need some measuring device independent of schools and teachers. Otherwise they have no way whatsoever of knowing whether a 3.5 GPA from one school has any real relationship to a 3.5 from another. That this writer doesn’t even understand why colleges need some kind of objective metric yet has the NYT as a platform is distressing.

I agree with many of the criticisms of the SAT that are floating around, but they don’t really matter because the SAT (or some SAT-like device) is still necessary if colleges are going to have any means of evaluating heterogeneous school experiences. Anyone who fails to appreciate that need shouldn’t be given space to bloviate. Still, maybe colleges prefer to use the quiet, backroom method of simply admitting whoever they want, based on whatever criteria, to having open, fair, and standard processes.

* “The End of Stagnation and the Coming Innovation Boom;” especially note this:

Our ancestors were bold and industrious, they built a significant part of our transportation and energy infrastructure more than half a century ago. It would be impossible to build that same infrastructure today. Could we build the Hoover Dam? We have the technology, of course, but do we have the will? In building infrastructure many interest groups can say no and nearly no one can say yes. We are beset by a swarm of veto players. Time, however, is running out. We cannot rely on the infrastructure of our past to travel to our future.

I’ve seen this especially in watching Seattle attempt to build a light-rail system to alleviate its atrocious traffic problems. The number of lawsuits and amount of bullshit is staggering, so it’s taken the city and other players literally decades to get anything done.

Bill Gates and TerraPower are apparently trying to build a very low-cost, high-safety nuclear reactor in China; it’s pretty easy to imagine why they didn’t choose to do in the United States: NIMBies, lawsuits, scaremongering, people with veto power; the list goes on.

* This, from Jeffrey Goldberg, is basically true:

I think we’re only a few years away, at most, from a total South-Africanization of this issue. And if Israelis believe that the vast majority of American Jews — their most important supporters in the entire world — are going to sit idly by and watch Israel permanently disenfranchise a permanently-occupied minority population, they’re deluding themselves. A non-democratic Israel will not survive in this world. It’s an impossibility. So Israel has a choice — find a way to reverse the settlement process and bring about the conditions necessary to see the birth of a Palestinian state (I’m for unilateral closure of settlements but the military occupation’s end will have to be negotiated with the Palestinians) or simply grant the Palestinians on the West Bank the right to vote in Israeli elections.

(Hat tip Megan McArdle: though it doesn’t seem to have come to pass, since I first linked to this.)

* The brutal logic of climate change, an important and likely-to-be-ignored post.

* Unsurprising: Alabama Can’t Find Anyone to Fill Illegal Immigrants’ Old Jobs.

November Links: The Dutch and sex, neekerbreekers, Gandalf or Dumbledore?, academia, a rare pair of political links, and more

* Solving America’s teen sex “problem:” The Dutch have dramatically reduced adolescent pregnancies, abortions and STDs. What do they know that we don’t?

* [Ann Patchett] Fights the Tide by Opening a Bookstore. It’s in Nashville, which probably isn’t geographically proximate for most of you. Her new novel State of Wonder is itself wonderful.

* Useful advice: Beware the neekerbreekers.

* An amusing search query that led someone to this blog: “how to respond to sexting”. Answer: in kind.

* Gandalf or Dumbledore? The winning poster gets facts wrong (The end of The Lord of the Rings does not see the world purged of all evil), but I like his style. He also says that Gandalf “shrugs it off LIKE A BOSS,” the latter bit referring a meme, but the phrase is slightly appropriate because Gandalf isn’t supposed to be a boss—he’s supposed to help the natives of Middle-earth, as it were, find and combine their own talents and strengths.

* Why academics should blog, which seems completely obvious to me.

* James Fallows: With Mitt’s Ascent, We’re Back to the ‘Mormon Question’, a very good post and one that changes what I think.

* Without comprehensive sex education, porn is the only solid information kids are getting about sex. File this under “obvious.”

* Trading Up:

When I left academia in 2008 to try to be a full-time writer, the last thing I was looking forward to was the commercial side of my new profession. Like every good leftist and many an academic, I looked on the market as evil, a place that would debase your values and suck out your soul if you gave it half a chance. But here’s what I’ve discovered in the last few years: I kind of like it a little.

At the very least, I far prefer the discipline of the market to the discipline of the disciplines. [. . .]

This is a trivial instance, but I saw far graver versions of it all the time: people who were blocked from getting jobs or keeping them, people whose work was rejected for publication (a body blow in academia, of course), and only because a single individual decided to stand in their way, a single human bottleneck, and often for motives that were purely personal, or self-interested, or just plain arbitrary.

* When did the GOP lose touch with reality? I’m not a tremendously political person but find it worrying when one of the two major political parties in the United States seems to have checked out of “facts,” especially when that party used to consider itself heavily fact-based.

* Slightly more on politics:

In fact, blame for the failure of the congressional super committee belongs with every American who failed to vote in the 2010 midterm election. Nothing encapsulates the dysfunction of American democracy better than the fact that we abdicate responsibility for governing our country (and running our economy) to a radical minority every four years out of laziness and, to a smaller extent, deliberate efforts by both parties to depress turnout they know will favor their rivals.

I do not see a path out of this dynamic.

* Someone found this blog through the search query “penis ass woman tattoo.” I wonder what he sought. . .

* “Beats” (the headphones) appear to primarily be a marketing phenomenon, but the Jesus figure in this video is wearing them.

Google engineer: What I learned in the war.

What does it take to put a past in porn completely to bed?

* Sentences to ponder, job market edition, although I’m not sure how much these anecdotes say about the job market and how much they say about the non-optimal moves of the individuals involved.

July 2011 links: Internet privacy, plot, Charlie Stross, Academia, typos, and more

* Has plot driven out other kinds of story? The market’s stress on keeping stories moving means we’re in danger of losing some truer fictions. If anything, it seems like the opposite to me.

* The Legislation That Could Kill Internet Privacy for Good.

* The only way to know how good you might be at something is to fail trying it. This is one reason I keep writing fiction: I do not wish to be 40, look back, and wonder why I didn’t try. Really try, which is much different than most people’s definition of “try.”

* Academic English Is Not a Club I Want to Join; may be behind a paywall.

* Charlie Stross, interesting as usual:

In the period 1997-2010, in the UK, Parliament created an average of one new criminal offence for every day the House of Commons was in session. I asked a couple of legal experts how many actual chargeable offences there were in the English legal system; they couldn’t give an exact answer but suggested somewhere in the range 5,000-20,000. The situation in the USA is much, much worse, with different state and federal legal systems and combinations of felonies; the true number of chargeable felonies may be over a million, and this situation is augmented by a tax code so large that no single human being can be familiar with all of it (but failure to comply is of course illegal).

Now, most of the time most of these laws don’t affect most of us. But there’s a key principle of law, that ignorance is no defence: I’m willing to bet that most human beings are guilty of one or more crimes, be it smoking a joint or speeding or forgetting to declare earnings or failing to file the paperwork for some sort of permit we don’t even know exists. We are all potentially criminals.

* He Sexts, She Sexts More, Report Says, this from the NYT.

* Why I will never pursue cheating again, which resonates too much with me and explains a lot of what’s wrong with contemporary school culture, which is itself a reflection of larger cultural forces.

* From a Scrivener case study: “Like serial killers (whom they in many ways resemble) writers tend to fall into one of two broad camps – organised and disorganised. Although I try not to, I work in a spectacularly disarranged manner. I keep a lot in my head, and in my head it kind of makes sense, in a hazy and optimistic way. But during the actual composition I’m all over the place.”

I tend towards disorganized, with the American spelling.

From an interview with Neil Cross.

* The Price of Typos, which also includes the “price” of their removal.

* How Cisco’s “unmitigated gall” derailed one man’s life.

Summary Judgement: In the Basement of the Ivory Tower: Confessions of An Accidental Academic — Professor X

In the Basement of the Ivory Tower is fun, filled with anecdotes, and describes many of the feelings I’ve had in the higher education sausage mill, but you’re better off reading the eponymous Atlantic article from which it sprang. You’ll get 80% of the content with 20% of the time. Still, I especially like this bit from the book because nearly the same thing happened to me four weeks ago:

On the first night, I ask a few questions. How many of you took this class because of an abiding love of literature? No hands go up, ever—they are honest, I will give them that. How many of you are taking this class only because you have to? Now all hands shoot up, to the accompaniment of some self-conscious laughter.

I taught a technical writing course to a room full of public health, nutritional science, and engineering majors and asked how many were in the class because they want to learn more about the great and mysterious power of the English language. No hands. How many were taking it because they had to? All the hands. More of my students could write coherent sentences than Professor X’s students, probably because they’re juniors and seniors who’ve been through a fair number of classes, but “more” is not the same as “all.” Few of them cared. I want to imagine that I imparted real skills through longer and more difficult writing assignments than most of them had faced, but I’m not sure I did. It’s not easy to interest people in a topic when they lack intrinsic interest and don’t see it as valuable to their careers.

Professor X is a good writer (note too that his name is a pseudonym, and he isn’t, to my knowledge, claiming to the leader of the X-Men); he says, for instance, that his students “lack rudimentary study skills; in some cases, they are not even functionally literate. Many of them are so dispossessed of context that every bit of new information simply raises more questions.” Notice that phrase, “dispossessed of context,” which I’ve never thought of in that way before, and yet it fits: the Oxford American Dictionary says that dispossessed means to “deprive (someone) of something that they own, typically land or property,” and one gets the sense that educational system have failed Professor X’s students as much as they have failed the systems (note that there is plenty of blame to go around, and I don’t wish to sling it in this post). There are many moments like this, when unexpected artistry arrives.

This sense of the unexpected extends to Professor X’s grasp of the larger institutional and societal forces at work; he notes that college is supposed to be for everyone even when we’re supposed to have high standards. These two ideals seldom leave unbloodied when they meet in the real world. But he doesn’t have a lot of answers to problems, which is okay because a) large, complex problems often don’t have answers and b) he’s trying to tell his own story, not write a polemic. If you know someone of questionable literacy attempting to go to college and frustrated by the experience, you should recommend this book to them. They probably won’t read it, but if they did, they’d know more. I get the sense that Professor X is working more at the individual than societal level. That might also be what makes his book fun.

Some of the responses to his Atlantic article are bizarre, written by people who seem to have no idea what’s happening on the ground. Some of the later material drags. I like the book but would only recommend it to specialists; I read it because I’m working on my own academic work related to university novels. If it weren’t for that, I don’t think I would’ve gotten enough from it, beyond the Atlantic article, to justify reading.

Grade Inflation? What Grade Inflation?

A friend sent me “Should I feel guilty for failing my students? As an adjunct English professor, I know I shouldn’t inflate grades — but I feel like I’m ruining people’s lives,” an excerpt from “In the Basement of the Ivory Tower,” which began life as a frighteningly accurate Atlantic article.

I agree with a lot of the “Should I feel guilty for failing my students” excerpt, but I don’t think this is correct: “First of all, twenty-first-century American culture makes it more difficult to fail people.” The biggest reason it’s hard for professors to fail students, as economists like to remind us, involves incentives.

I’m a grad student in English lit, and when I go to the job market in the near future, I’m highly unlikely to be judged at all on my grade distribution; as far as I know, the University of Arizona doesn’t even send that information out. I may or may not be seriously judged on my teaching evaluations, depending on the kind of university I try to go to. I probably won’t, or won’t very much, but the easiest way to improve evals is to give higher grades (see “Judgment Day” for one popular explanation). Perhaps not surprisingly, students give better evals to profs who get higher grades. So professors, in the absence of any institutional or professional incentives not to give higher grades, do—at least on average, even if any single prof denies doing so (I have yet to hear anyone in a public forum announce, “I inflate grades.” I do not inflate grades).

To recap: we might be looked at poorly for having bad teaching evals, which are linked to student grades, and there’s no pressure on student grades. The big thing I will be judged on is academic publishing. The more I do that, the better off I am professionally. When you give students bad grades, not only are they likely to take it out on evals, but they’re more likely to complain to your teaching advisor, show up in office hours to fight about grades, be unhappy in class, and generally take more of time, which you can’t spend writing the academic articles that will get you a job and tenure.

Combined, these two forces encourage you to give higher grades and maximize academic publishing. This force is probably strongest in softer subjects, like the humanities, business, comm, and the like (students want to argue papers all day long) and weakest in math and the sciences (if you didn’t get the right answer, your instructor will demonstrate why you’re objectively wrong). Fields like nursing probably don’t see a huge amount of grade inflation because students who don’t understand the material will kill someone if they don’t, which is a big problem for lots of people. Same in engineering—if your bridge collapses, you can’t complain that there is no such thing as a “good” bridge, or that bridge design is so “subjective.”

All this stuff might contribute to how little students are actually learning, as discussed extensively in Academically Adrift: Limited Learning on College Campuses. The book shows that most college students, through most measures, don’t acquire much real knowledge over the course of their four or more years in school. Part of Academically Adrift details the evidence used to reach this conclusion, the other big part describes how this might have happened and be happening, and the last (weakest) part discusses solutions.

How could one solve this incentive problem? Probably by plotting eval scores against grades. If you’re giving an average GPA of 3.0 and getting a 4.0 on your eval, and Suzie down the hall is giving an average GPA of 2.9 and getting a 4.3 on her evals, then Suzie is probably doing better. I don’t know why colleges aren’t moving toward systems like this, aside from inertia and the complete lack of incentive to do so. Which, I guess, means that I do know why. This wouldn’t be a perfect solution, but it would at least be a step in the right direction. A few schools are apparently doing something about the issue.

Professors don’t want to champion better evals, however, because it distracts them from the research for which they’re rewarded. Administrators don’t want to because they want tuition and grant money, not rocking the boat. High school seniors have not shown a great swell of interest in attending schools with rigorous professor evaluations; they have shown a great swell of interest in beer and circus, however, so that’s what they mostly get. Grad students want to claw their way up the academic ladder and/or finish their damn dissertations. Parents want their offspring to pass. Employers are too diffuse and don’t get much of a say. So where does the coalition for improvement come from? Some individuals, but we’ll see if they get very far.