Ronosaurus Rex’s Walk Around the San Francisco Bay

The End of a 350-Mile Journey

I have walked all around the San Francisco Bay at every accessible point, including islands, bridges, piers, and docks. You can see me below, jumping over the yellow line, marking the spot the walkway on the Golden Gate Bridge reaches land, the end of what was at least a 350 mile journey. Do you think I look pleased?

(Photo by Omar Rodriguez Rodriguez. To my left, Deb Garfinkel, Gary Boren and Katie Fox)

Today, June 20, 2015, a group of friends–Omar Rodriguez Rodriguez, Gary Boren, Katie Fox, Deb Garfinkel, Erik Kessell–and I walked the last leg. We took a ferry to the Sausalito Ferry Landing, then walked along the beautiful waterfront to Fort Baker, on the north side of the bridge, where we had drinks at The Presidio Yacht Club Bar, sometimes known as Mike’s place. (“No,” the bartender said to one of my friends, “we don’t have iced tea. This is a bar.”) After beers and shots of tequila (and a diet coke), we climbed to the bridge and crossed the Golden Gate, and my walk was completed!

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Intensity and Sophistication: Basic Skills versus Transfer Level Composition

Students in pre-transfer and transfer-level classes need to develop similar skills: studying, reading, thinking, and writing. The principal distinctions are intensity and sophistication.

Basic skills students need training in how to be college students. To keep them in school, teachers should ask them to consider their motives, discuss reasons students drop out, familiarize them with support services, and require investigation of educational resources. Instructors need to teach how to stage tasks and manage time, working these guidelines into assignments. Transfer level students need the same, but instructors can spend less time on learner training and more on content.

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Express Yourself . . . in a Composition Class?

At the beginning of each semester, I give my students a questionnaire, asking them, among other things, what they like and dislike about writing. About 70% respond that they like writing because they can express themselves, their ideas, their opinions, and their feelings. About 40%, however, say that they don’t like writing about topics that don’t interest them. One student wrote, “I like writing when it’s not boring or on a boring topic. I don’t like writing long essays on a random book or a topic not interesting. I have to be interested in my writing and reading.”

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