Tag Archives: high education

Alone: A humor writer’s story

The preferred drink of the clinically insane, champions, and bloggers.

“The humor writer, alone on a Friday night, drinks shoe polish out of an aluminum can that once held baked beans and bacon. The bacon did not come with the baked beans. Rather, one time on Bacon Monday she had used the can instead of a plate because all of her plates were either dirty or broken, lying in the bathtub.

She could not remember an evening with friends or without baked beans.

The inspiration for her stories comes from her own life, the time she kicked a cat because it reminded her of a thin-armed high school crush who tortured her with his indifference, the time she bought a Halloween jack-o-lantern at the supermarket just to talk to the cashier, the time she called up her friend in a different state to tell her everything she ate that day.

That was the last friend she had.

She would volunteer at the soup kitchen if they would have her back. She would go to dance lessons at the community recreational center if her membership hadn’t been permanently and irreversibly revoked after an unfortunate leotard incident at the Springapalooza adult dance recital. Even her mom had said that she should pursue other non-dancing and non-humor writing interests. Maybe you should try grad school, her mother said. Remember when you wanted to be a brain surgeon, her mom said.

Yes, it was a hard life. The humor writer sighed as she put the finishing touches on a piece about the similarities between fingernails and presidential candidates.

One day the world would see her value. One day she would get to meet the man who won the international facial hair competition and eat a large bowl of macaroni and cheese with him. One day she…”


“Mom I’m working!”

“What are you writing your little jokes again? Why aren’t you studying for the GRE!”

“I’ll do it later!”

“Well get out of your room and come to dinner! The meatloaf’s getting cold!”


Okay now back to work. Where was I…ah yes: “….One day she would show them all and they would laugh, and yet she would have the last one. It would taste like peanut butter”

That sounds good.

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In Theory, I Hate This Class

Education only works if someone cares

Professor —–,

The following is a hypothetical situation, but I think you’ll find it helpful in understanding my performance in class and how we can work together for our mutual benefit.

Let’s say I’m taking a class, the purpose of which is to equip me with a certain skill. For this exercise, let’s call the class “Literary Analysis in Arabic.” This class, like any class, is built upon the relationships between the student, the professor, and the material. In order for the class to successfully equip me to analyze literature in Arabic, one of several scenarios must happen (combinations are also possible):

A) I enjoy the professor and want to excel in order to make her proud.

B) I am passionate about Arabic literature and as such am driven to do well for the love of the material alone.

C) I am a mindless slave to grades and would sacrifice everything in order to get an A, regardless of my relationship to the professor or the material.

However, in this theoretical class, something interesting has (theoretically) happened. Not only do I not enjoy the professor, but I am also not particularly interested in the material, which is made up primarily of reading novels in Arabic, an act that takes grotesque amounts of time. Indeed, in theory, I determined while sitting in the very first session of this theoretical class that my time was better spent elsewhere doing something I enjoy and find useful instead of honing this skill which will likely go unused in the future and wasn’t all that lucrative to begin with, personally and financially.

At this theoretical juncture, it is clear that I’m not motivated to excel by the material itself or the professor, who theoretically I find overbearing yet absent. The only thing left to compel me to do well in this hypothetical course would be the promise of a good grade, a letter on a scrap of future-trash that means nothing to the rest of the world and to me would only signify the hours I wasted earning a clearly meaningless letter. Actually, I have theoretically found grades irrelevant and am no longer motivated by them.

Indeed, the only reason I have to continue attending this theoretical class is the desire to avoid personal embarrassment complete withdrawal might cause in addition to administrative issues that are not related to the subject matter or professor. In short, my theoretical motto for this class is, “I’m here but not interested. Please do not disturb.”

For that reason, the lackluster professor should theoretically avoid doing things like assigning a surprise presentation and then adding with a flourish that it will be done, “for a grade,” because theoretically I would sense a challenge. “What if I just didn’t do it? What if I just sat here and stared? Will you fail me? FAIL ME ALREADY!”

So in theory we should avoid doing that. But there’s nothing to say this theoretical situation could be a positive experience, with each one left with less work to do and more time to do the things she loves. In theory, this could be the best of every world.

Thanks for taking the time to hypothesize with me, Professor —–. If you have any questions please let me know. See you in class tomorrow!

Photo Credit: Grant Cochrane at freedigitalphotos.net

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