New Mercury, March 31: Negligees, Older Spouses, The Upside of Unemployment, and Dead Grandmothers

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It was another great night of nonfiction from people who have written fiction, and (might) even consider themselves fictionistas. (That’s after our last reading, which featured journalists). But they took a brief moment to tell the Truth. Jane Delury offered a two-part reading about negligees and French ancestors. Michael Downs read out of an entertaining AARP piece about getting old, but letting your wife lead the way. Jen Grow wrote about the upside of unemployment: doing things that you shouldn’t be doing, and not getting anything done, but learning something from the process. And Chris Grillo, who notes that she always tells her class not to write about their dead grandparents, decided that her dead grandmother was different. And she was right. Her dead grandmother is different.

Come back next month, April 21st, same time, same place. We’ll be featuring Dave Belz, Geraldine Fagan, John Stabb, and Bill Hughes.

Thanks also to David and Bonnie for the video, which we’ll put up here. And thanks to all for showing up!


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2 responses to “New Mercury, March 31: Negligees, Older Spouses, The Upside of Unemployment, and Dead Grandmothers

  1. , Wing’s examples were the most hulpfel part for me as well, but I wondered what to do with the computational thinking I used when I looked for a box of books that I misplaced shortly after I received it today; I retraced my steps, but I couldn’t figure out what I would do with that skill in a classroom. That next step, the one that says Prefetching and caching allow us to do X when reading, or prepare us for the Y-stage of writing, or help us keep track of our Zs when calculating the surface area of a sphere just wasn’t there. Was my computational thinking off? Did I miss the cue that should have made me compute the next step of the thinking process?I also noticed how technology-heavy our breakthroughs were during our last session I had purposely thought of a breakthrough that wasn’t technology-oriented in addition to others that were while I walked from group to group and heard the breakthroughs everyone discussed. Did I sort, evaluate, anticipate, redirect, and do other computational thinking to get me to come up with the breakthrough of how much more multi-ethnic and post-colonial the literary canon will become in the next ten years? Sure. How do I teach those skills? How do students learn them? What assignments elicit them?

  2. Me dull. You smart. That’s just what I needed.