I know she can GET the job, Harry, but can she DO the job?

I have always thought that making first-or-second-year college students pick a major was a little ridiculous. How on earth is someone supposed to know, at age 18, what they want to do with their lives? [1] I cannot tell you how many people I talked to in my senior year who decided that they didn't want to be an education or business or psych major, but they only had one more semester and changing their minds would mean more time and money spent at school. And yes, I know that (thankfully!) many employers are just looking for a degree in general, nevermind what that degree is in, and no (just for the record), I'm not saying that getting a degree isn't worthwhile (although see [1] and a probable future post for more thoughts on this), but the point is: that's a hell of a lot of pressure to put on someone fresh out of high school, who--thanks to senior year and an unrealistic sense of self-assurance--thinks they actually know what it is that they want to do.

Like me, for example. I knew exactly what I was doing with my life (note the rueful shake of the head). I never even changed my major, because I knew before going to college that I was going to get my English degree, and then go on to grad school to study Composition And Rhetoric, and then become a tenured English professor and teach college freshmen How To Write and have a book-lined office with a comfy swivel chair and be that crazy blue-haired professor who changed students' lives on the regular.

Confession: I had no idea what "rhetoric" actually was (something Aristotle something), and now after a year and a half of grad school I might be able to explain it to you. Same applies for "tenure." I have also learned (in a mere 3 semesters of teaching) that I'll settle for making sure my students remember to bring a pencil to class, and convincing them that teachers DO actually notice when you use 12.5 point font (and that it just makes you look desperate when I've told you seventeen times that there isn't actually a page requirement). [2]

--anyway the point is, being an English Composition professor just made the most sense. Writing has always been pretty easy for me (which is why I would wait until the night before to do it...), and I care about reaching students at the early-adult-stages because that's the time when most people deal with/go through a lot of pretty significant life changes. I certainly did. And you'd think (maybe) that the fact that literally all of my other plans had changed would have indicated to me that I should rethink the English Prof one--but no, I'm stubborn, and it was the one thing I was determined to hold on to. Going To Grad School was the reason I turned down a promotion at The Corporation (at least three different times), why I only half-heartedly looked for better-paying (and more enjoyable) jobs, why I spent my summers trying to study for the damned GRE and write up application essays instead of doing the thing that has always been waiting (patiently) on the sidelines for me to notice it. I was thoroughly devastated when I didn't get accepted on my first round of applications (surely the magna-cum-laude-with-honors and a talent for writing would up my chances of a killer statement of purpose?!) but then not getting accepted just became a challenge that I had to take on, which I did, because I knew that I could if I just tried a little harder.

Not once did I stop to think whether or not that was what I really wanted to do.

The summer before I started school was the first time I gave myself a break, took The Pressure Of Everything Else off, and allowed myself to take my writing seriously. After all, I had the time, and no other commitments, and I might as well make the most of my summer before I moved on with my "real" life. And then I wrote more that summer than I've ever written, and it was messy and mostly awful and that project has been temporarily shelved, but it underscored the thing I've always known and pretended not to: I want to write fiction. My heart has always been in the young adult fantasy shelves, with the stories about girl heroes and adventures, with magic and romance and learning about life and relationships and yourself. But then grad school happened, and there I was, doing what I'd worked so hard to do and trying (only somewhat successfully) not to be miserable while doing it.

This is a post about Making and Changing Plans (she explained), but allow me to take a small detour to talk a little bit about whining. The thing is, it's so hard to explain where I am with school without looking like I'm just pathetically complaining about having relatively-demanding responsibilities. On the one hand, my problems are directly related to the combination of the objective, widely-accepted stress about grad school and my own struggle with anxiety. Being a graduate student is all-consuming: you wake up in the morning thinking about the work you have to do, and frequently just doing your chores feels like reprieve. [3] But I also never feel like I am doing as much as I should, and I never reach a point where I can look at my to-do list and say "yep, crossed everything off for today." And because I'm teaching, I have the weight of the education of 48 students on my heart, and the constant feeling of failure when it comes to providing meaningful feedback on their work (which only about a third of them will read anyway), as well as managing my interpersonal anxiety when it comes to overly-confident-and-cocky students (or, worse, the totally non-confident students, when my Big Sister Function kicks on and it's all I can do not to hug them while they're crying). It's little wonder that I'll take my victories in the form of pencil-equipped students on a daily basis.

But that's only one side of it. The other side comes directly from the fact that I can't seem to stop from talking about how hard of a struggle this is. And that's the really upsetting thing about grad school: it consistently makes me feel like a failure, like I am the kind of person who would rather be doing anything other than the work she's supposed to be doing. It makes me genuinely concerned that I am lazy and/or incompetent, that I am bad at sticking things out, that I can't handle actual responsibility (so much for motherhood) and I'm never going to be happy because all I want to do is watch Netflix and color--and that all of this is my fault, because I'm useless. Personal life history and character references will probably (hopefully) prove otherwise, but grad school makes it hard for me to even know who I am anymore, and between weeks 1 and 15, sometimes it's literally all I can do to have a good solid cry on the couch (or the floor, or the shower, you know, wherever). [4]

For those of you who have asked me about school and gotten the overly-dramatic time-for-a-paxil answer, this is why. And then I hear myself say (again) how it's really challenging and how rough of a time I've had, and then I hate myself for whining about all of this, again, and then I shut up because methinks the lady doth protest too much.

And thus I return to my main point, which is that having plans is fine, and being the kind of person who pursues her goals is fine, but what we often forget to tell ourselves is that we need to take time to consider what it is we actually want to do, and whether our Well-Made Plans are really getting us there.

Last semester I had to decide whether to turn in an application to renew my teaching assistantship, as well as one to the Creative Writing department to Continue My Education and get a PhD (because regardless of the fact that The Plan had always been a PhD in comp/rhet, getting a PhD in general was still acceptable). It's such a good opportunity, everyone said, and it would be silly not to at least apply because you can always decide not to go later. And even if none of UWM's fiction writing classes will specifically help you with what you want to write, you can still benefit from the classes, because writing and sharing your work will always help you improve, won't it?

I am not ARGUING that with you, Harry. [5]

But for the first time (that I can think of anyway), I made an active decision not to act on something that I could have. I nervously took some deep breaths as December deadlines passed me by. Filling out some forms? No big deal. [6] But what was a big deal was realizing that even taking that step--even pretending that I would decide later--meant that there was a really good chance that I would make myself do it. Because, damn it all, I'm not a quitter! I'm not someone who flakes out on Serious And Important Life Goals! I am not someone who just gives up on her dreams!

Not arguing that with you, Harry. But just because I can get the job--and maybe, even if I CAN do the job--it doesn't mean that I have to.

Now (almost 10 years after Making Plans) I finally, actually, know what I want.

I want to write novels and raise a family. I want to go to a job that allows me to actually cross items off my to-do list, a job that I don't need in order to feel fulfilled, and I want to leave everything there when I come home. I want to read ALL of the books and learn not to feel like I'm disappointing anyone (myself included/especially) for not Being Productive every waking moment. I don't mind hard work, and I don't mind challenges. But if I'm going to face those, no matter what, they might as well be hard work and challenges on the road to doing the things I'm actually interested in.

So, long story short (much too late, they chorused): I'm about to hit the ground limping with my final semester of grad school. [7] I'm really, really overwhelmed by it (I have to write my thesis and teach a totally new class, not to mention ignore the noisy conflict of senioritis and highest-grad-school-stakes-so-far), and I could use your prayers, because I'm already a couple of emotional meltdowns in and the semester hasn't even started yet. But if Joe can jump into a volcano, and if Addie can leave the castle to find the cure for the Gray Death [8], then I can (probably) (hopefully) make it through the next 3.5 months.

And then?

I guess we'll find out.

---
[1] Not to mention the fact that we tell them to go directly to college, do not pass go, do not collect any money for having a full time job to grow up a little and figure out what you want out of life (because you certainly won't be making enough money to pay for college, to the collected dismay of the older generations) -- but that's for a different post.

[2] For the record, blue hair washes out right away and looks terrible with my complexion, and besides, I don't even like to own books.

[3] If that doesn't capture the sense for you, I don't know what will.

[4] For my Catholic friends out there: how do I nominate my husband for sainthood?

[5] This, the title, and the images are from the movie Joe versus the Volcano, which if you haven't seen yet you absolutely should.

[6] Sending in creative writing samples and actually getting accepted to the program? Much bigger deal. All things considered, I'm pretty sure I wouldn't have gotten accepted anyway (realistic observation, not self-depreciation). But that's not actually the point, so this got footnoted instead.

[7] I've considered quitting, but Aaron has convinced me that I should have something to show for all the work I've done (emotional and otherwise), so I guess I'll at least give it a shot. See [4].

[8] Bonus points if you know what this is from -- looking at you, Minte.

countdown

I think it finally hit me that my life is changing again, and I'm sort of in backpedal mode. No, I'm not pregnant. But I am starting grad school in September, and I am instructing two sections of English 101 in addition to taking my actual graduate courses (and still barista-ing on the side!) and basically, two weeks from now I will be trading in life as I know it so I can start all over again.

This was always part of my 'plan' [1], but it's hard to accept that I am, in fact, actually going back to school and actually getting hands-on, with-guidance practice/experience for the thing that I want to do as my career. I don't know how to be excited about that, because it's not even really ... real. It's like this pretend on-paper thing that's happening and it's all sort of still vague and overwhelming. Plus, the thought of actually teaching and being responsible for not one but two entire classes is just ... I mean, it's terrifying. Exciting, but terrifying. And I know in the back of my head that I really just have to--you know, show up, and go through the motions, and try not to stress out about how it's not going at all how I planned, and we'll all get through it together, but for the right-now, while I have the time to be thinking about it, it's sort of looming overhead as this big, all-consuming unknown thing.

And the weirdest part is that right now, I'm looking at the time I have before the four (count 'em, four) orientations before school starts, and I'm thinking, maybe I shouldn't have done this in the first place. I feel like I just started to figure my shit out. I somehow magically jumped the hurdle of "getting my ass in gear" and I have been faithfully writing, working out, and reading the Bible. Like, pretty much every day, or in a comfortably-alternating pattern. [2] I am creating, rather than finding, a balance of work/social life/Piera time. I've stopped stressing out quite so much about the times when I decide to do something relaxing, because it's occurred to me that it's actually good for me to let myself chill out for a while (who knew). In some ways I feel that I have a lot more on my mental/emotional plate than I have in a while, but in other ways, I feel a lot more at peace with myself in general. And I'm excited about it, and about being generally positive and happy, and I'm not ready to give it up yet! I just freakin got here!

Two weeks. Two weeks and three weekends of actually being the way I've been trying to be for the last three years: content. And that's already slipping away because the list of "things I have GOT to do before school starts" is growing--things like my proofreading gig, and having to actually research and decide on (and pay for....) my own health insurance, and cleaning/organizing my study (and finding a desk to put in it, which is really the most important part), and changing my facebook settings so that students can't see my stuff, and making sure I have some quality time with the sibs before they leave for school again, and buying things like nice pants and shoes maybe? and I already have upcoming weekend plans, and ... suddenly I don't even have my two weeks anymore, and I'm careening down the slippery slope into the future.

Don't get me wrong: I absolutely would not take it back. I can't wait to be back in school. I like me the best when I am in school--I love constantly learning, constantly writing, constantly being presented with new ideas and new ways of thinking. I love the schedule and the routine and the whiteboards and all of it. It just seems that I have been working so hard to get here that I have wasted the last three years, and it's almost ... not fair? to suddenly have figured out how to live a life that I enjoy. That I want. I finally hit my stride, and haven't I been looking for it my entire life?

In a way, it's probably taken these last three years of work and discontent and disappointment and hope in order for me to be "ready" [3] for this. A friend of mine pointed out that I needed to go through all of the challenges of the last few years in order to to learn how to face Life and find some kind of balance. I have to stop thinking of it as a waste and start trying to see it as the learning process--but that's hard to do when I am finally here, and I can't remember what was so hard about it in the first place. Then again, I will have had a few months of this before I get started... maybe I needed it all to happen right now in order for me to be excited enough to carry it with me into the upcoming semester.

What I'm saying is, I just want to BE at the start of Orientation #1. Once I hit the ground running I won't have the time to look back, even if I wanted to--and I definitely don't want to.

---
[1] don't worry, I never actually counted on said plan, but it was, you know, there
[2] side effects may include: not knowing who you are anymore; wondering how long it's going to last before you fizzle out; random bouts of ridiculous excitement over the amount of productive I feel in a given day
[3] I'll probably be referencing this post from now until the day I die...

why i've been going crazy for the last few months

I can't decide if posting this is cheating, since I didn't write it for my blog in particular, but I guess it's no worse than posting a link to someone else's blog? So here it is: my grad school application essay. It feels a teeny bit pretentious to show it off, but I'm kind of proud of it, so...whatever.

Oh, and while I'm being self-conscious, I thought about taking out the school-specific details at the bottom, but then I didn't.

Anyway, enjoy.

---
When I assign the first paper in my future English 101 class, it will be on a current and controversial topic sure to elicit strong opinions from my students. This will encourage them to share their perspectives while giving me a snapshot of their writing abilities. But my favorite part of this assignment will come at the end of the semester, when I ask them to write a second paper on the same topic—except this time, they have to write it from the opposite point of view.

I can’t wait for the uproar when they learn that this is their final.

This assignment epitomizes what I find so glorious about writing. On a practical level, it requires a structured outline, thorough research, and the ability to present information in a logical progression. But this assignment is about more than just composing The Perfectly-Written Essay. It forces students to build an argument from scratch, and to learn how to use language to support an idea—even an idea they disagree with. In committing to the writing instead of only to the position, students learn the value of each and every word used to present a perspective. In using their writing to communicate to the world, students learn the power those words have, and the importance of having reasonable support for their ideas.

There comes a time in our lives when we have to figure out what we love and what we stand for. We have to account for ourselves, but in order to do so, we first have to understand ourselves. In college—right when we need it the most—we learn a beautifully structured method for thinking through an idea and supporting an opinion: expository writing. The classic essay format provides a way to identify the questions we are asking, and gives us the medium with which to answer them. But most of all, the essay calls for order in the form of a thesis. And when students are inspired to create and deliver a personal opinion by means of that thesis, they not only learn to write effectively, but also they also come to a better understanding of their own beliefs.

The unfortunate reality, however, is that college writing assignments are often a wasted effort. Working in the Concordia Writing Center for four years revealed to me that even the most diligent of students do not take their English Composition classes seriously simply because they are boring. The essay is established only as an arbitrary format for future homework assignments, and students walk away uninspired. And what a shame that is, because learning to write is the perfect platform for learning how to think critically. English Composition must not become obsolete, and I intend to be a part of its regeneration.

To do so, my idealism needs to be met with the reality of experience and the structure of a strong education. My attraction to the English department at the University of Wisconsin – Milwaukee lies in the department’s dedication to writers, evident in its cross-cultural, interdisciplinary studies as well as in the active support and involvement of the writing center. I look forward to the guidance of scholars with such diverse backgrounds and research interests, particularly Alice Gillam and her course “Teaching Writing as Process,” and Dennis Lynch’s experience as Director of Composition. I am also eager for the opportunity to hold a teaching assistantship, which is the ideal method of a hands-on education for my intended career as a professor of English. I hope to use my experience at UWM to reshape the way we write, and consequently, the way we think, one thesis at a time.

Today, the essay. Tomorrow, the world.

being a grown-up is hard (that's why they invented procrastination)

On the agenda for this week: applying for grad school (now that the stupid GRE is over with, thank goodness) and looking/applying for jobs (if you work with me now, you can keep that tidbit of information to yourself for the time being...).

Annnd surprise, I'm procrastiblogging! Why? Because like all homework, I like to do everything else before I hunker down to do the real thing I have to do (if you're considering me for a job, please erase that from the record) (it's different when it's for a job) (anyway I have almost never handed in anything late, even if I stayed up until 4am doing it. That's dedication).

The real point of this post, however, is my frustration with present circumstances. Let me explain. My car is leaking gas and generally falling apart, and we would like to get a new car in order to not be worrying about mine collapsing. But in order to do this, I need a second job. Second-job hunting has transformed into job hunting, because a new, better-paying full-time job would not be so awful (I'm very steadily losing the optimism I once had about humanity). So I head tra-la down Obnoxious Job Search Lane and wind up in the Neighborhood of Education-Related Job Opportunities, because I somehow always gravitate toward those. And, surprisingly enough, I have found a couple of leads and I am at present avoiding writing cover letters and so on for applications.

So, you're thinking, what is the problem here?

The problem is my brain. I want to go to grad school next fall (I'm happily assuming here that I will get into any/all of my options, just let me have my delusions thank you very much and yes I know this is a run-on sentence). And that school could be here in Madison, or maybe in Chicago, or heck maybe even in Iowa (?!). And if I step into a job that's more than just an $8/hr service industry gig, I'll only be able to do it for about a year if I move anywhere other than here, and even if I stay here, I don't know if I can juggle a full time job and full time grad school at the same time (no, now is not a good time to remind me that I'll probably have to do that). Plus, I won't know about school until probably December at the very earliest, but if I waited until then to look for new jobs (because one more year at the 'bux when the end is in sight... that's not SO bad...) means that I'd only be at the new job for less than a year if I move. SO naturally because I am me, I worry about whether I will be letting people down by quitting after how many months of learning a job and learning how to do it well--and then again, what if I don't do it well? What if I actually really suck at secretarial things even though I somehow always end up looking for those kinds of jobs? What if I just stay at my job now until I go to school (which will take a lot of patience and prayers because I am frustrated now after only a year) and then discover that I don't want to teach English Comp and/or I'm a bad English Comp teacher and I should have studied graphic design all along? What if I do all this work to apply to jobs and to school and at the end of it, I have no new job options and I don't get into the schools I applied to and... and...

...and this is about where my thought-train kind of sputters and dies, because... so, I'm thinking, what's the problem here?

I have a job right now--a full time, with benefits, steady job. I'm making money, even if it's not a lot, or not enough for the lifestyle I want. I have a bachelors degree, even if I don't go back to school, and I have a lot of various experience, and I already know it's not my calling to work at the 'bux for the rest of my life. I already know I want to do more, and I already know that God will guide me to where he wants me to be. If that's not the places I'm looking, then he'll put it directly in my face so I can't miss it. Goodness knows he's done that before.

Piera. Do you believe all that stuff you say about design, and about everything working out when and how it's supposed to? Then what is the problem here?

The problem is my brain. I think too much. And if I stopped thinking about it and just starting applying and whatnot, I probably would have avoided a lot of this drama.

But then, dear 4.7 readers, I would not have written this post about patience and design and the uselessness of angst. And if that isn't dramatic irony for you then I should have failed all of my theatre classes.

why I won't make it to grad school

1. graduate college
2. get married
3. get a doctorate
4. be a professor

Good news: the pre-grad school preparations have begun, and although I promised myself to apply to multiple graduate schools, I have basically already decided where I want to go. But let us not yet worry about whether I will actually get in to said top-choice school, because I'm still stuck on the fact that I have to take the *#$!% GRE.

I just do NOT understand the point of standardized tests.

Okay, no. I guess that to some extent, I understand the point. The point is to have one standard test so that all people can be equally measured across the country, so that schools have something to go on as far as a person's intellectual level.

Fair enough. Standards have to happen I suppose. This is America after all. Except that's pretty much where its usefulness ends. Because I don't believe for a second that a standardized, sit-in-a-taupe-colored-air-conditioned-room-and-bring-your-fancy-calculator-just-in-case test is going to portray a person's intellectual level. Their analytical reasoning skills? Sure. But I don't see why schools consider this as a huge part of accepting you or not.

Personal Rant Disclaimers:

a) I want to study English, in which it is hard to pin down qualitative or logical Correct Answers, and not only that, but I want to study Composition and Rhetoric, which is about writing and not even about comprehending and analyzing literature. (comprehending and analyzing life, maybe, but who cares about how well i can do that). So maybe my rant is a little biased in that direction (because I don't know a thing about what it's like to be a business student or whathaveyou).

b) I don't actually know how much schools consider ACT/GRE scores. I know that a lot of program informational things will say how much it is relevant for the program, but nevertheless the school itself requires a certain score in order to be accepted.

c) The FAQ page of the GRE website pretty much says straight-up that they're measuring reasoning skills:

"Does the GRE revised General Test measure knowledge in any specific disciplines?     The GRE revised General Test measures your verbal reasoning, quantitative reasoning, critical thinking and analytical writing skills — skills that have been developed over a long period of time and are not related to a specific field of study but are important for all. The GRE revised General Test features question types that reflect the kind of thinking you'll do — and the skills you need to succeed — in today's demanding graduate and business school programs."

Well, good. I'm glad the GRE website knows what skills I'll need to succeed in "today's demanding graduate and business school programs" because I certainly don't. So maybe I should trust them and just learn how to take the damn test.

OR (and here the disclaimers end and my rant continues) I could continue doing what I do, which is think not as though I were programmed to regurgitate The Correct Answers. And to take on each class for what it is, that is, its own individual semester-long experience with different teachers, or even the same teachers with different subject material. When I need to apply my brain in a "qualitative reasoning" direction, I will do so. But I will be greatly affected by varying factors like the professor, or the curriculum, or the time of the year, or work, or my group partners, or whether I'm pregnant at that point, or whether I care enough to get anything higher than a C in that class.

And so someone please tell me why one solitary outside-of-anything-close-to-normal-life test is going to assess a person's actual ability to think qualitatively? Last time I checked, nothing in life can really be singled out and tested without any surrounding factors. Because everything in a person's life is connected by (go figure) that person, and that person is continuously being affected by... something.

And not only that, but (surprise, America!) not all people think equally or in accordance with some kind of standard. And certainly an argument can be made for people all meeting the same standard, because I do actually think that students should be expected to reach a certain standard, and also that said standard should not be lowered just because our kids are getting dumber (I'm going to get in trouble for that one). It's just that this standard is more or less impossible to asses on a national level. Because when the numbers get into the millions (or heck, even if they were just in the hundreds), no one would have the time to meet and talk to a person and figure out their story and how they apply their brain and what have they learned in the last four years of school. That's just... ridiculously impossible. It would be tricky even for 20 students. The fact of the matter is that people all learn differently, and a person's progress cannot be tracked without knowing that actual person. Sally might have made straight As and then gotten a high score on her test, but she hasn't actually improved her mind or really learned anything except how to take a test and how to impress a teacher. Tommy on the other hand might have gone from failing to getting pretty consistent Cs, but he'll get a lower score and Sally will be chosen for the competitive medical program even though Tommy's little sister died of cancer and he wants nothing more than to start researching ways to save other kid's little sisters--

--aaaand breathe wow I just got a little dramatic and carried away just there.

The point is: I don't think it makes sense to require a standard that really doesn't asses anything other than how well you take a test. The study guide section of the GRE website even says that you don't have to know actual information:

"Reading passages are drawn from many different disciplines and sources, so you may encounter material with which you are not familiar. Do not be discouraged if you encounter unfamiliar material; all the questions can be answered on the basis of the information provided in the passage."

Well how does that help anybody? Because the kicker, the real actual kicker, is that they already give you the answer. It's either A, B, C, or D, but it's there, and the Gamemakers (whoops sorry, that was a scarily apt Hunger Games reference just there) have already decided which one it is. So I don't even have to learn how to take a test ... I have to learn how to interpret a question that some group of Very Smart People has decided is relevant to my critical thinking skills. I wonder if anyone in that special group of people has a life, let alone a relationship, and what they actually do when they aren't constructing (poorly-written) paragraphs for us poor Tributes to analyze critically but also correctly.

I wonder if I can bypass this torture by writing a very intelligent and well-researched letter to UW-Madison explaining all the reasons I shouldn't have to take the GRE to prove that I would be a worthwhile student.

post script: i know that i'm breaking every single rule about citation with my url-link quotes. i also don't care, because i trust that you'll trust me not to make this shit up, and to be smart enough to find the quote if you care enough to click the link.