Adventures in teaching...
After attempting (for the first time) to teach Wordsworth's Intimations Ode to two back-to-back intro to lit. sections, I had the unshakable sensation that I was Don Quixote speaking to a roomful of Sancho Panzas. What could I have been thinking? What dope was I smoking? What blow was I sniffing? What line was I buying? What web was I weaving? What fantasy was I reliving?
As I sat in my office grading papers, I got the idea for a new composition theory, inspired by Jorge Luis Borges's library of babel. In this class, the students would write one paper. It would be a five page paper of infinite revisions and thus indeterminate total page count. As a writing enriched course, it would have to meet the 25 page requirement, and surely it would do so, for over the course of 15 weeks, its endless revisions would constitute an infinity of possible essays, each essay expanding and contracting the legacy of its parent and grandparent essays. In one revision, the student would fix the spelling of a single word, e.g "trump" for "turmp". In another, the introduction would be changed from first person singular to the plural point of view of the extinct Anasazi culture of New Mexico. In another revision, definite articles would revert to indefinite. In yet another, the tenses would shift from past to future pluperfect. Another paper would consist entirely of transition sentences, transitions swiftly transforming into new transitions of transitions. Another would spend five pages introducing a topic, leaving the reader to determine the thesis. Another would consist of endings without beginnings. Another would be a rough translation of the dreams of rhesus monkeys. Another would be written in dingbat font symbols. Another would render its persuasive arguments as the synopsis for a novel yet to be filmed. Another would be a research paper citing only itself. Another would plagiarize the conjunctions from a version of the essay three revisions back. Each revision would receive its own provisional grade, the final grade being a holistic aggregation of the sum total of all revisions, which, being theoretically infinite, means the grade would have to be quantum in nature, partaking more of a probability than finality. A quantum A paper might, under certain indeterminate conditions, come out as an F in the transcript. Perhaps the only truly fitting grade appropriate to the new method would be Incomplete. Students, however, would get full credit for the incomplete coursework, having in their five pages analogously captured the essence of every text written in all past and future societies. In some distant year, students schooled in Borgesian rhetoric, might enroll in new classes and read their textbooks as they composed them in real time. This would, after successive generations, lead to the creation of a single university consisting of no students or professors, only of essays writing themselves from other essays, inventing students to read and write them and professors to grade them.



