Passed!

This semester has been one for the books, but the results are in-- I have passed my dissertation defense and revisions! As of Monday, April 17th, 2017 I was done!! Thinking back over the milestones, it does feel somewhat strange to be at this point. At times I felt that I would never be here. I am honestly so very thankful for the support of my committee in getting me to this point. I don't take it for granted that I was able to complete my degree in three years, and I know that I could not have done it without them be ready and willing to help me through the process.

My checklist is finally complete, though, and it feels great!

The defense went pretty smoothly. For my twenty minute defense presentation, I prepared this Dissertation Defense Presentation. Preparing the presentation actually took me longer than I expected it to take. I think that it took so long because it was really hard to narrow down what exactly I wanted to include in the presentation. I cut down my 190ish page dissertation to 24 slides to present in just over 20 minutes. I designed the presentation slides based on the Hufflepuff colors, my Hogwarts house. Gotta have some fun with it!

Maureen's advice was to write a script to read from during the presentation, and I'm glad I did. My working notes kept me centered and on track. I read pretty much straight from these notes during the presentation, and then I answered questions for about 40 to 45 minutes. I answered at least three questions from each member of my committee, and then I answered a couple questions from the audience. My questions were generally focused on asking for clarification on a few terms, the decisions I made in teaching my course, and then the responses from my students.

After the questions, I went out in the hall with my friends who attended the defense and waited for my committee to make their decision. That part was probably less than five minutes, but I can honestly say that it was by far the worst part of the day. Maureen came out into the hall (with Ellie on my phone on Skype) and announced that I passed! That was a relief. I went back into the room, then, and we made a plan for completing my revisions.

After that, it was time to celebrate! My friends and I took some photos outside, and then we went to for a champagne toast and some delicious lunch at Postino Annex. That night, I ate dinner with my college roommate at Cibo Urban Pizzeria. The next day, after flying back to the midwest, Wade took me out to dinner at Bonefish Grill and gave me my graduation gift-- a trip to Harry Potter World in Orlando, FL! So fun.

The next week was spent on revisions. I completed my revisions from Maureen first, then Ellie, then Trish, then my own, then the formatting from the college. It was intense work, but I feel really good about the final product. I was able to highlight and clarify the elements of the dissertation that I highlighted in the defense but wasn't as clear in the actual draft. Submitting that finalized version felt really good, and it felt even better when I received my pass. Phew! All that's left is just to walk in the commencement ceremony in Tempe on Monday, May 8th. I'm so excited!

CCCC 2017

The 2017 CCCC Annual Convention in Portland, OR was a wonderful conference and an amazing week. I arrived in rainy Portland on Tuesday night and had some lovely Oregon sushi. The main portion of my conference activity was on Wednesday when I attended the Research Network Forum, and I really enjoyed the day and learned a lot.

I had initially proposed to discuss my dissertation work, but by the time the actual RNF came around, I thought that advice about the job market would be more helpful. So, I presented parts of my dissertation in the two roundtable sessions, and I asked about ways that I could present my research on the job market and publish my work. The advice that I received in the roundtables, from presentations and discussions about publishing, as well as from my meeting with a faculty mentor was very helpful. I have a clear direction for my work and ways to prepare to go on the market.

The rest of the conference I spent attending sessions, meeting old and new friends, and soaking up the energy of the conference attendees. The city of Portland was dynamic, engaging, and very fun to explore. I found a lot of good places to eat and great places to meet up with friends from the conference and chat more.

The most refreshing part of the week was at the end when Casie Moreland, Jessica Boykin, and I drove to Neskowin on the coast of OR. We stopped in McMinnville for a night to celebrate St. Patrick's Day, and then we settled into a quaint beach condo literally on the coast. After the hustle and bustle and constant idea exchange at the conference, we took a deep breathe and watched the waves and ate some filling food the first day.

The next couple days was spent as a writing retreat. On this retreat, I submitted my first full draft of my dissertation to the college and to Maureen! That felt like a victory for me, especially after the inspiration and ideas I gleaned from the conference. We talked, ate, laughed, and enjoyed our time on the beach, especially in such a beautiful place to stay. We also prepared for next year's conference! We read over the CCCC 2018 proposal, talked about our ideas, and discussed the changes we see and want to see in the conference. I love spending times with these ladies because, even while we don't always agree, our ideas compliment each other's and build on each other's. I came back from OR tired but ready to jump into the completion of this doctoral degree!

Midwestern Musings

The summer of change has come to an end and the fall semester of 2016 is here! It definitely feels different this year, though, as I work, teach, and write from Madison, WI instead of Chandler and Tempe, AZ. In my previous post, I listed the top five aspects that I loved most about living in Arizona, and I can say that those are the top five things that I most deeply miss and have thought about probably every day in the three months that we have been away from Arizona.

Turns out, though, that the responsibilities and expectations of a teaching assistantship and earning a Ph.D. do not decrease with a cross-country move. Instead, they must be configured and met without the accountability of a community. I do miss my ASU academic community as I work to meet my deadlines, and I can certainly say that it is different to have started teaching two online sections of ENG 301: Writing for the Professions through ASU having never seen or heard a single one of my students! I am encouraging video conferencing, and I do hope that some of them take me up on that offer. I will be teaching a face to face section of Written Communication at Madison College starting next week. I'm excited to be in the classroom and to actually see and talk to my students. Teaching is what energizes me and keeps me motivated to do the research and work that I do, and I'm sure that seeing my students in person will be a boost.

Today, I received some disappointing news regarding a manuscript about writing assessment and feminism that I was hoping to have included in an edited collection. It stings because I have been working on the manuscript drafts for well over a year, but I know this isn't the end for this work. While I was honored to have been asked to draft a chapter for this book, and I would have been excited to have had that chapter included in the final version of the collection, I also respect the editors' decision and trust their judgement that my manuscript probably was not ready for publication. In the introduction of the 1982 edited collection All the Women Are White, All the Blacks Are Men, But Some of Us Are Brave, recommended to me by my writing partner and friend Casie Moreland, the authors write: "it is important to consider also that although much research about these issues needs to be done, much insight about them can be arrived at through studying the literary and historical documents that already exist" (Hull and Smith xxii). I think that this quote identifies my error in writing and revising my manuscript. I was just not familiar enough with what is already out there for my contribution to the conversation to be clear or distinct. It is not fun to share less than great news, but I do think it is important to share the "downs" as well as the "ups." An ASU colleague studying Creative Writing posted a Facebook status today, saying:

"I wasn't sure if I should share this, but maybe sometimes it is okay to share 

not-so-great-still-cool news. I'm very proud, even as I'm disappointed, and that's a big part, I think, of being a writer."

- Natasha Murdock

This academic life is a journey! I'm learning that now more than ever in my: third year of my Ph.D., fifth year of grad school, ninth year of higher education, and 21st year of school. Yikes! 

The rest of this fall will consist of the following:  

• Continuing to prepare, code, write, and revise dissertation work
• Presenting at the 2016 Cultural Rhetorics Conference 
• Flying to AZ to meet with my chair, committee members, and, perhaps, some students
• Teaching and assessing my three course sections 
• Revising a manuscript for another publication opportunity 

While I miss the Southwest, Midwestern summers and falls do have their advantages. Namely, being able to go outside and enjoy the weather! I will conclude this post with two images of some of the loveliness here.

I wish you peace, rest, and joy. 

Lake Mendota // Downtown Madison, WI

Wild Field // Cottage Grove, WI

And... ABD!

Tomorrow morning my husband and I will pack up our Honda Element, pick up our dogs from a sitter, and hit the open road to live and dissertate in the midwestern United States. The move is a good opportunity for my husband professionally, will offer us more travel mobility, and gives me the chance to teach online and focus on my dissertation writing. All of that, however, does not make leaving a beautiful state, wonderful friends, and an established life in AZ any easier. I've really loved living in Arizona, and I have made some really good friends and great memories during our time here. It will always hold a special place in my heart. Monica Gellar has summed up my bittersweet feelings in the GIF below: 

All of this is possible, though, because... 

I AM ABD

ABD is an acronym for All But Dissertation, signaling that I have finished all of the requirements towards my Ph.D. beside writing my dissertation. As I discussed in my last blog post, I passed my written comprehensive exams with a High Pass. I then met with my committee members Elenore Long and Patricia Boyd on April 20th, 2016 for my dissertation prospectus colloquy. We met for two hours, and after I introduced the impetus and my train of thought for my study, they helped me to further clarify my purpose, frame my study, and plan for completion. My chair then offered feedback to the plan we drafted in the colloquy from Austria. The colloquy and feedback was so helpful and invigorating as I plan to start writing my dissertation in June. 

After completing my comps and colloquy (some of the sources referenced in both pictured on the right), all I had left to do was finish courses! The BEST advice that I was given in graduate school by colleagues and professors was to make everything-- class work, completion work, conferences, publications, etc.-- work together towards my dissertation goal. I was able to follow that advice in the final projects for my two courses this semester. The comments from my professors in those courses then contributes to my dissertation planning and writing work. After struggling a bit with the myriad of responsibilities I placed on myself this semester, I am happy to have received an A and an A- in my final two classes. That brings my graduate school GPA to a final 3.97. The course work this semester was so beneficial to my individual scholarly work, but I am SO glad to be done with courses. 

Other final elements of the semester also wrapped up well. My students in both classes presented well researched and clearly articulated proposal presentations on a variety of topics. I submitted a revised book chapter to Asao Inoue and Mya Poe for their forthcoming edited collection. I am excited about the work that this book will do. I was also honored to receive an award from the ASU English department and attend a graduate reception and award ceremony to receive the award, gifted to the department from a generous donor. In the picture on the left, I am receiving the award from the English department chair, Dr. Mark Lussier. Both my mother and my mother-in-law were able to attend the ceremony with me, as they were both in Arizona to help us pack up our townhouse for the upcoming move. 

In honor of being ABD at ASU and the impending move, I want to include five of my very favorite aspects of our Arizona life. Other than the opportunities afforded by my program and teaching assistantship, the list and photos of my faves can be found below in no particular order: 

1. DELICIOUS FOOD THROUGHOUT THE VALLEY & STATE

2. MOUNTAIN VIEWS & LIVING 

3. TRAVEL OPPORTUNITIES IN THE WESTERN U.S.

 4. FRIENDS, COLLEAGUES, VISITORS, & FAMILY 

 5. FRIENDS FOR LIFE ANIMAL SHELTER

To conclude this blog post at the end of this momentous semester with the full knowledge of the changes and work still to come, I rest in the memory of what has been and hope for what is to come. I can say that this chapter of my life has ended much like the final sentence in Harry Potter & The Deathly Hallows, quoted below. Thanks, readers. Peace to you. 

"All was well." 

J.K. Rowling; 

Lots of Cs!

Here we are, finally, in the last few weeks of the semester! In some ways, it feels like the semester just started and in other ways it feels like it's been endless. While I am glad that the semester is wrapping up, I also struggle to see how I will be able to complete everything that I need to by the end. It does, somehow, always get done. I just hope that I haven't actually taken on more than I can handle this semester. But, without further ado, here are the "C" occurrences of this semester!

Comps and Colloquy 

I took and passed my comprehensive exams, and I have my prospectus colloquy scheduled!

In preparation for my exams, I studied the bibliography that had been approved by my committee, and then I annotated that bibliography. After that, I identified the main points and quotes that I thought were most pertinent or descriptive from each text, and I drafted a study guide. The study guide is composed of one slide for each source. This was very helpful to me in summarizing the sources and beginning to put them into conversation with each other. I also wrote a synthesis essay for each area of scholarship. I studied three areas of scholarship for my comps: Feminist Theory, Feminist Pedagogy, and Qualitative and Feminist Research Methods. Writing the synthesis essay for each of the three areas was very helpful to me in seeing how the sources were or were not related to each other.



I took my exam on Monday, March 14th. I met the English Department administrative assistant at 10:00am in the morning armed with my computer, snacks, water, and the comprehensive exam bibliography (not the study guide). Sheila showed me up to the sixth floor and gave me the list of questions for my exam. I was asked to write three answers (three essays) in response to three sets of questions. I was able to pick one question from the first set of three questions, one question for the second set of two questions, and one question from the third set of two questions. I had a deadline for submission at 2:00pm. Except for a couple quick trips to the bathroom, I stayed in that room and wrote for four hours. At about 1:58pm, I emailed the completed exam to Sheila!

I waited eighteen days for the results, but it was totally worth it because I received a high pass! I was floored. I was hoping to pass, but I honestly hadn't even considered a high pass. I posted the results on Facebook, and I was move by all of the support and encouragement. So many friends and family encouraged me and asked about the results, and Abby helped me study prior to the exam. She was SO helpful, and I don't think I would have gotten the high pass without her help and questions about the connections between the texts. I was totally surprised and relieved by the results, and then I immediately started planning the next step.

The next step was drafting the prospectus and scheduling the colloquy (prospectus defense). I have scheduled the colloquy with my committee for Wednesday, April 20th. I'm actually pretty excited about it! My dissertation chair, Maureen, is currently in Austria on a Fulbright, so, unfortunately, she will not be able to participate in the colloquy. She has given me feedback on my prospectus, and then I will meet with my other committee members, Ellie and Trish, at the colloquy. Other than finishing my courses, this will be the last step before I can jump into my dissertation writing!

Conference on College Composition and Communication

Another highlight from this second half of the semester was attending CCCC. I arrived in Houston on Wednesday, April 6th in the evening, and I met up with my friend from ISU, Laurenn York, at our Airbnb rental. Laurenn and I presented together at CCCC 2014 in Indianapolis, IN, so we say that we are Cs buddies for life! We picked up our poster for our poster presentation on Thursday morning, and then we attended conference events during the day. We presented our poster on Friday afternoon, and then I presented at a Special Interest Group (SIG) with Ellie Long on Friday evening. The SIG was called "Undergraduate Consortium in Rhetoric and Writing." I talked about the work that I did in my internship with Ellie, as the focus of the SIG was the creation of writing and rhetoric undergraduate majors. The women who attended the group were very kind and engaging. It was a productive hour. 



The poster presentation was also productive, although we didn't get as much traffic as we would have liked. We did talk to other poster presenters about our work, and the chair of the convention, Joyce Locke Carter, asked about our work and was very encouraging about the progress. Our poster was titled "Identifying and Demonstrating Genre Knowledge: A Preliminary Assessment Heuristic in FYC Classrooms." The poster summarized the assessment work that Laurenn and I started at ISU in the spring 2013 semester. The conference also inspired us to redraft an article and look for a publication venue based on this work. One other positive aspect that came out of the poster presentation was that it forced us to compile our assessment drafts and current research into one place. I created a new page on this blog called Initial Genre Assessment (IGA) where the assessments and more information can be found. 


I enjoyed my time in Houston. I felt energized and encouraged in my work as I left, and that is always the best outcome from conferences. I hope to channel that energy into work I am now doing. 

Classes 

I can't forget about the "regular" work that I am doing this semester as well! Taking two classes and teaching two classes hasn't always been easy with the other things that have been going on, but I am happy with the way that they have been progressing. Really, the focus for the rest of the semester is on presentations. After the presentations that I give and watch are over, I will need to focus on writing and grading to finish off the semester.

In the ENG 301 course that I teach, my students will be presenting in teams of three to propose a social media plan for a small restaurant based on primary and secondary research. This assignment is productive in that it asks students to take ownership of the work they have been doing throughout the semester and learn how to engage with that work rhetorically. My ENG 102 students are also doing proposal presentations in groups of two or three. Their assignment asks them to identify a problem and solution and then propose a call to action that their peers can act upon. I have enjoyed teaching both of these assignments in past semesters, and I look forward to the work that my students will produce this spring.

In the classes I am taking, I also have two presentations. In my qualitative methods class (COE 503), I just have a short presentation to round out the semester. My feminist methodologies (WST 603) class, however, will be more labor and time intensive. I need to facilitate a discussion on theoretical reading, as well as write a seminar paper. This is due at the same time as the revision for a book chapter for an edited collection, so I need to get a move on! The semester is coming to a close. It's been rough at points, and I don't feel that there will be some triumphant end. As long as I can get over that finish line, though, I will consider it a victory. To paraphrase T.S. Elliot:

"This is the way the [semester] ends/ Not with a bang but a whimper." 

New Year, New Post!

Happy New Years! Here's to 2016 as a year of progress, peace & purpose.

The spring 2016 semester starts in two days, but even thought it hasn't started yet, I wanted to post an update with photos about my break, my progress, and my goals:

My parents landed in the desert on Tuesday, December 22nd, 2015. That was also the start of my two week, self-designated break from work. It was a really, really nice two weeks off. Refreshing and relaxing. We celebrated Christmas with my parents, took them to some of our favorite spots, visited the mountains in Payson, and watched the Green Bay Packers get creamed by the Arizona Cardinals. It was a nice visit. The photo on the right was taken just before Christmas dinner in our dining room.

The day after my parents left, we hit the road for New Years in Durango, CO. We spent about five days up there with some good friends. We read, played games, and celebrated New Years Eve by watching skiers ski down a mountain holding torchlights under fireworks. Pretty cool! And literally, very cool. We were freezing. Time in the mountains is always so refreshing, and we thoroughly enjoyed our mini-vacation. The photo on the left was taken a few miles from my Grandpa's condo in Durango. We are standing on top of a natural hot spring that has mineralized into the mound you see there. The spring is just off of the main highway, and it is a favorite for visitors and bikers to stop and take photos or baths at, respectively. The water is pretty warm and coppery tasting, though. Not great for a drink. 

During the break, Wade and I binged watched the BBC reality show, The Great British Bake Off. It is truly a lovely show, and we became so invested with the contestants and the show itself. Even when I am breaking from my scholarly work, I am still enthralled by discussions and representations of food. Food brings people together. It speaks to culture, community, and identity in ways that no other medium does. The first challenge of every episode is the "Signature Challenge," where the bakers are instructed to represent a part of themselves in the bakes. I mean, so, so fascinating.

Over the break, I also read my first book of 2016. I read Mindy Kaling's newest memoir, Why Not Me? Again, even when taking a break, I still love to read memoirs. I guess that means my work in women's food memoirs really is what I should be studying. I love these glimpses into people's lives, specifically, strong, smart, accomplished women. Mindy's book is honest, funny, and inspiring. In her final chapter she writes, "work hard, know your shit, show your shit, and then feel entitled" (223). If that's not the mantra that I need to adopt to get me through this semester of conferences, my written exam, my dissertation prospectus, and finishing my class work, then I don't know what is. 

The day in between my parents leaving and us leaving for Colorado, I received an email saying that my two portfolio papers and my compiled bibliography to be used for my comprehensive exam had been approved by my committee! This is a the first of the five steps towards completion of the degree, and I was really happy to receive that email even before the spring semester started. It is but one step towards completion, but it feels good to have it checked off after a year of drafts, revision, and feedback. It also means that I am now able to move forward on the other steps that I need towards degree completion. I am very thankful for my chair and committee that offer this feedback and are willing to help me advance towards my degree. 

Finally, I want to address a personal goal that I have adopted for this new year, but one that will be intricately related to my work. I have been trying to think of a word to focus on in this new year in my prayer and mediation time, but also in my work and everyday life. Yesterday I attended my weekly yoga class with my friends and colleagues Casie and Jess, and the theme of the class was "presence." The instructor said several times that in presence there is choice. There is the choice of focus, attitude, and attention. So, this semester and this year, I intend to focus on the word presence. I want to explore what that means in all areas of my life. 

Thanks for reading! I'll be back with a new post soon as this busy, but hopefully very productive, semester gets underway. 

Three, Two...

The fall 2015 semester has come to a close! That means that now is the time for editing, reflection, and getting ready for next semester. This semester was the semester of "threes," while I see next semester being the semester of "twos," which will then hopefully lead to the one thing: the dissertation!

Fall 2015

This semester, I taught three different classes. At ASU, I taught the upper division (meant for sophomores and above) courses ENG 217:

ENG 301 students working at the board.

Writing Personal Essays and ENG 301: Professional Writing. At Chandler-Gilbert Community College I taught an ENG 102: First Year Writing class that was comprised of non-traditional students. The variety in classes, schedules, and focuses was a bit challenging to balance at times, but I can really say that I had some of the best students. This is the first semester that I have not taught any 18 years olds. This happened by coincidence, but I noticed the difference in some marked ways:

1. My students were very articulate about their needs from the very beginning of the semester. Many first time college students are not sure what they will need from a professor or a class in order to be successful, but I would say the vast majority of my students this semester approached me within the first couple weeks of the semester to tell me their learning needs or ask me very specific questions. 
2. The students were also able to stake their ground in issues more readily and firmly, most likely because they had already had class discussions and interactions that enabled them to form opinions prior to entering my classroom. 
3. My students this semester were less willing or ready to adapt to new styles of learning. As my teaching is heavily informed by the genre studies model, I have noticed that 18 year olds can understand and adapt readily to that style of instruction and composition. Some of my older students struggled a bit more to grasp the reasoning behind the model or the shift in thinking. 

I really like teaching 18 year olds, but I appreciated the differences in the students populations this semester. Of course, the classes were also very different, and the teaching persona that I had to enact in each class shifted as well, due to the institution, course content, and student goals.

The cover of a children's book composed
by an ENG 217 student for their
final course project.

One last note about teaching this semester is that I can really say how thankful I am to have been initially taught how to teach in a genre studies model. I really struggled with the concepts at first, but once I got on board, I can say it has revolutionized every class that I have taught and taken. Stemming from scholars like Anis Bawarshi, Mary Jo Reiff, and Elizabeth Wardle, the genre studies model states that genres are not just static categories, they are dynamic compositions that are created for a purpose and a specific audience. In the classroom, that means that I don't teach essays (except for the first assignment in my ENG 101 class), I teach white papers, professional letters, memos, advocacy proposals, blogs, memoir chapters, podcast scripts, research reports, and the list goes on and on. This makes my time teaching and grading so much more enjoyable, and it makes the students take aways from the class so much more tangible and rewarding. Here are just three student comments on genre use in the classroom from this semester:

• ENG 102: "I'm glad that in your class you had different assignments done in different formats. I think before this class I only knew one, but now I know a few more that will help in the future." 
• ENG 217: "I never would want to be an English teacher unless it was teaching the stuff you taught us, real life writing." 
• ENG 301: "I really appreciated [learning] how to construct with memos and how to use genres. I am already using it in my job now when speaking with other companies or prospective employees."

This semester I also took three classes. Well, really, I took two classes and completed an internship. I took a class on how to teach professional writing from Dr. Mark Hannah, which obviously helped me teach ENG 301. I took a class on feminist and composition theory from Dr. Trish Boyd, and that helped me to prepare for my dissertation work. Finally, I completed an internship with Dr. Ellie Long that was eye opening in terms of institutional communication and opportunities. The logs from the internship as well as the final products of this work can be found under the "Internship" tab on this blog.

I also submitted three documents towards the completion of my doctoral degree this semester. In a simplification of the requirements, my Ph.D. will be completed in five steps:

1. Course work 
2. Two portfolio papers & a bibliography submission
3. A comprehensive exam based on the bibliography
4. A dissertation prospectus setting up my dissertation work
5. Writing and defending the dissertation work. 

I plan to have steps 1, 3, and 4 completed by May, but I was able to submit step 2 at the end of last semester! The portfolios and bibliography can be tough to get approval on, but I have a wonderful committee who gave me feedback and approved my work for submission. The above elements, as well as three cross country trips, a trip to Europe, my participation at Fem/Rhet, and planning for SWES has made this semester a busy one. Glad it's done, but I had a lot of fun.

Spring 2016

In a preview for spring 2016, I see things slowing down at least a little bit and coming in set of twos instead of threes:

Abby and awesome SWES committee
members sending proposal responses and
mapping sessions. 

• I am taking two research methods courses, both outside of the English department, but I hope that both will very helpful to me in coding and using data collected from my ENG 217 class in my dissertation. 
• I will be teaching two hybrid courses. I have never taught hybrid courses before, so I am looking forward to that change. I will again be teaching ENG 301 at ASU and ENG 102 at CGCC. 
• I will be attending two conferences. The first is obviously the Southwest English Symposium, which my co-chair, Abby Oakley, and I have been making good progress towards, and the second is the Conference on College Composition and Communication (CCCC) in Houston, TX in April. I am presenting work with my ISU colleague, Laurenn York, which I am really looking forward to. 
• I also plan to complete at least two, and hopefully three, of the steps towards degree completion listed above. Fingers crossed! 

Starting a week from today, I plan to take a two week break. Breaks are important, even if there is still a lingering guilty conscious saying "you should be working!" But I will break. And eat. And breathe. And laugh. My parents will be spending Christmas with us in the desert, and then I will be going to the mountains with friends for New Years. I don't think it gets much better than that.

I will conclude with a quote and a photo of, what I think, is one of the most beautiful places on earth: a small portion of the San Juan Mountains in Durango, CO, that I can't wait to visit again soon.

I opened each of my classes with this quote this semester, and then in a round table reading that concluded my ENG 217 class, a student read it again. I believe that it beautifully and honestly encapsulates the work and struggle of a Ph.D. student, as well as the hope and purpose of the work we do:

“And then you just do it. You just dig in and write it. You use your body. You lean over the computer and stretch and pace. You write and then cook something and write some more. You put your hand on your heart and feel it beating and decide if what you wrote feels true. You do it because the doing of it is the thing. The doing is the thing. The talking and worrying and thinking is not the thing. That is what I know.” ~ Amy Poehler

Wishing all a truly happy and restful Christmas season and start to the new year. Cheers.