Category Archives: Academic Writing

Academic Writing

Revalidation Exam: ENGL 725 – Victorian Novel

Note: In 2003 I started a PhD in English at the University of South Carolina. I never finished the dissertation. In 2012 I switched careers to IT, and eventually all my coursework expired. In 2020, after a job change brought us back to Columbia, I decided to try and finish. One of the first steps was revalidating all my old coursework. For one class, I had to write an essay. The essay prompt was defined by me in concert with the English faculty examiner. I submitted the finished essay this last weekend. (DL, Dec. 7, 2021)

Original Course Description:
Survey of the development of the novel form, with study of major and lesser-known figures, in relation to social change and publishing conditions; authors include Dickens, George Eliot, and Hardy.

Instructions:
Write an essay in response to the prompt below. Essay length is at the discretion of the student but may be considered by the reader as part of the evaluation. This is a take-home exam. Expectations in regards to proofreading and source citation may accordingly be high.

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Academic Writing

Job Application Cover Letter

Note: I only ever applied for one tenure-track position before I left academia for a career in IT. This is the cover letter I attached to my application. Looking back, it is a neat encapsulation of many activities and ideas that were significant in the first decade of my post-college life. (DL Sept. 8, 2021)

I am writing to apply for the position of Professor of Literature at Houston Baptist University. I believe that my professional training and research potential, my breadth of teaching experience, my personal commitment to a classical focus in education, and my missions-oriented cross-cultural experience make me an excellent candidate for the position.

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Academic Writing

A Letter of Thanks

Note: In October of 2008 I presented at my second academic conference. Holly and I went to St. Louis together and spent a glorious few days as grown-ups without our small children (then 5 and 3). We saw the St. Louis arch. We went to the St. Louis Zoo. We bought fudge. And–momentously–we had our first alcohol. Champagne on a whim at the hotel followed by bad beer at a pizza place led two Bob Jones graduates out of a lifetime of teetotalery into the world of social alcohol consumption. All-in-all an excellent memory. This letter I wrote to the English department afterwards captures the professional aspects of the conference. (DL, Sept. 8, 20201)

I would like to express my gratitude to the English department for generously sponsoring my participation at the Sixteenth-Century Society and Conference in St. Louis on October 22 to 26 of this year. I feel privileged to have been selected for such support, especially during this time of economic trouble when the university is under additional financial pressure.

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Academic Writing

Ninth to Twelfth Grade Latin Textbook Examination Report with Recommendations

Note: In 2008, I took a job as a Latin and American Literature teacher at a large Christian school. The goal was to pursue my calling and do what I loved (teach) while paying the bills and finishing my doctoral dissertation. Practically my first official task was to select the textbooks and develop the scope and sequence for the high-school Latin program. The school already had middle-school Latin and one of the reasons I was hired (instead of a pure literature teacher) was to establish a high-school Latin program. I prepared this textbook review as part of that process. Looking back, I’m impressed by this. I’d forgotten how thorough and clear it was. It should be clear to anyone who reads it how heavily my approach to Latin pedagogy leaned on grammar and vocab study. That kind of study is not easy work, and it’s hard to sell to students these days (and perhaps rightly so, but that’s a different conversation). But I still believe if you’re going to study a dead language, the best way to do it is the old-fashioned way. Those Renaissance schoolmasters knew what they were about when it came to teaching Latin to young people. (DL, Sept. 8, 2021)

Goal:

The purpose of the examination process is to select a multi-year Latin curriculum for grades nine through twelve. Upon adoption, the first-year course will be held in 2008-09, with successive courses added each year until the complete cycle has been implemented.

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Academic Writing

Theodore Parker: Gendarme of the Revolution

Note: This was my final paper for EN 841B: Transcendentalism, a seminar I took in the Fall of 2005 with Laura Dassow Walls, now of Notre Dame. It was a fascinating class with an excellent professor and a great text. I enjoyed writing this paper and in the process learned a lot about a topic that was of great personal interest at the time–America’s ideological history. The Fall of 2005 was a crazy semester in which I bit off far more than I could chew, so I took an Incomplete on this course and didn’t finish this paper till a year later in the Fall of 2006.

In recent years the ongoing revolution in American cultural life has become increasingly apparent. Best-selling books like Robert Bork’s Slouching Towards Gomorrah and Bill O’Reilly’s Culture Warrior (and the controversy surrounding them) have underscored the increasing secularization and liberalization of a culture that was once decidedly Judeo-Christian in moral tone and worldview. And while this revolution has dramatically increased in rapidity and scope in recent decades, any student of American letters knows that cultural controversy and change is not a new phenomenon in America. Indeed, between the 1631 ruling of the general court of the Massachusetts Bay colony “that no man [should] be admitted to the freedom of [the] body politic, but such as [were] members of some of the churches within the limits of the same” and the 2003 ruling of the Massachusetts Supreme Judicial Court “that barring an individual from . . . marriage solely because that person would marry a person of the same sex violates the Massachusetts Constitution,” one can trace an almost regular series of controversial moments that have become landmarks in the history of America’s cultural revolution: the Half Way covenant of 1662, the print debates between Jonathan Edwards and Charles Chauncy in 1743 and the accompanying schism in Congregationalism, the 1805 appointment of Henry Ware as Hollis Professor of Divinity at Harvard, Emerson’s 1838 address at the Harvard Divinity School, Charles Briggs’ 1891 inaugural address at Union Theological Seminary and his subsequent heresy trials, the 1925 Scopes trial, and the Supreme Court rulings on the Bible and prayer in the public schools in 1962-3. It is no coincidence that almost all of these controversies have been wholly religious in nature; before cultural practice can change, ideology must change. Change in belief paves the way for change in behavior. Neither is it a coincidence that the conservative faction in most of these crisis moments has espoused an ideology virtually identical to that of the Puritan divines of 1631 Massachusetts. For in a real sense, the history of America’s cultural revolution is the story of how the conservative Christian orthodoxy[1] of Massachusetts Bay (with its concomitant rules of behavior) has been gradually moved from the halls of power to the margins of society, challenged in each new generation by new foes in new spheres until finally those who will and can claim their ideological inheritance from the original Puritan divines are a fringe few, increasingly seen as narrow and extreme even in Christian circles.

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Academic Writing

Form and Structure in The Rape of Lucrece

Note: In July of 2001 after finishing my MA in English at Bob Jones University, my parents sponsored my attendance at Cambridge University’s International Shakespeare Summer Program, a non-credit continuing education program for anyone above 18. There I had the privilege and delight of learning from a brilliant scholar-teacher, Charles Moseley. Dr. Moseley fit every ideal I had for the perfect literary scholar–breadth of learning, erudition, stylish good looks (complete with coat and tie and a white goatee), and a British accent. It was like learning from someone from the same circle as Tolkien and Lewis, and it was mesmerizing. He said kind words during our interactions about my suitability for doctoral study and validated the quality of the literary education I had received at BJU that left a lasting mark of encouragement. I wrote this paper for his three-week class on Shakespeare’s poetry. A major portion of the argument is a direct response to something he had said in class about the structure of Shakespeare’s Rape of Lucrece. The paper was written with him as the primary audience. Looking back, it is typical of an approach I used often in my literary analyses–direct analysis of the structure and purpose of the text, a method similar to that used in explicating the meaning of the Bible. (DL, Sept. 19, 2021)

To discuss the importance of form and structure[1] in The Rape of Lucrece we have to know what we mean by “importance.”For our purposes here, importance signifies how large a role form and structure play in getting the poem to do what Shakespeare wanted it to do; it is a measure of how integral they are to the poem’s success as Shakespeare would have defined success. I begin, therefore, with a brief statement of what Shakespeare wanted Lucrece to do.

It is clear from the poem’s dedicatory epistle and from the historical context surrounding the poem’s composition that Shakespeare wrote Lucrece to impress an educated, courtly audience already very familiar with his subject matter—to impress them with his skill as a poet. In addition, it is reasonable to assume based on the Renaissance uses for poetry and modes of reading poetry that Shakespeare was also trying to say something significant. If accomplishing these two goals is taken as the measure of the poem’s success, it is to be expected that form and structure will be important insofar as they are avenues for impressive technical display and/or communicative tools.

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Academic Writing

Virtual Morality (2)

Making real choices in a virtual world

Note: This is the second of two papers on similar themes. (Read the first here.) I wrote both in the second year of my MA in English at Bob Jones University, the fundamentalist Christian school I attended for my BA and MA. Both capture well the moral tenor of my upbringing and of my beliefs at that time. I was raised in evangelicalism and on a diet of Rush Limbaugh. But since that time and these writings, some of my views have changed in important ways. At the time I wrote this paper, the term “sexual preference” was still commonly used throughout society to refer to a person’s sexual orientation, and it would be ten more years before reading Andrew Sullivan opened my eyes to the reality of sexual orientation as an innate characteristic of a person rather than a preference chosen willfully. This piece mischaracterizes that reality completely in ways that are homophobic. Very strong condemnatory language about sin was common in my sphere and vocabulary then (and for some time afterwards), and I believed the traditional Christian teaching that homosexual behavior is sin. For that reason, this paper will no doubt be offensive to some readers. Although I no longer think or speak of homosexuality in the homophobic terms I used here, there’s no doubt that I did for a long time. This piece is a reflection of that fact about my past. In regards to the piece more broadly, some of the core philosophical thesis still resonates with me. I still believe America suffers the social effects and disruption that come from lack of a shared moral center or objective foundation for shared morality–we have spent decades growing increasingly divided over morality. But I’m no longer certain to what extent such an objective foundation exists or how to find it if it does, and lacking that certainty, I find it harder to be a moral dogmatist on many matters, not only sexuality. In addition, having been thoroughly disillusioned by many right-wing sex scandals since and also more historically informed, I no longer see Bill Clinton as uniquely bad in his behavior or the GOP as ingenuous in its moral outrage. But for the record, I still think he abused his power in immoral ways and that Esquire’s cover photo was an inappropriate, sly celebration of his ‘prowess.’ As a side note, after researching for this paper, one of the dean of men’s staff confronted me about my late-night Internet searches on my work computer that were apparently related to homosexuality in some way. Looking back, amusing, but awkward at the time. (DL, Sept. 18, 2021)

Perversity is acceptable in America; it’s the new freedom. Our honorable President has underscored this sobering reality yet again with his cover appearance on the December issue of Esquire magazine (a glossy purveyor of trendy American hedonism). The photo has been unofficially titled “Monica’s View,” and as incredible as it would have seemed to me two days ago, Clinton has indeed suavely offered his crotch to the American people.

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Academic Writing

Twitching the Mantle Blue

Note: I wrote this paper for a 500-level survey of Milton that I took in the fall of my second year as an English major at Bob Jones University. The class teacher was my favorite Bob Jones professor (and the favorite of many literature students at BJU), Caren Silvester. I took eleven classes from her over the course of my BA and MA studies, but I never received higher praise for any paper than I did for this one. She asked for a copy for her permanent file. The analysis in the paper demonstrates the habit of mind that characterized so much of my literary analysis while I was a literary student and so much of the rest of my thinking since–break a thing down into its constituent parts to understand how the whole operates. (DL, Sept. 19, 2021)

John Milton’s “Lycidas” is a pastoral elegy written upon the death of Edward King, a Cambridge acquaintance of Milton’s who drowned at sea. It stands squarely in the pastoral tradition of Theocritus and Bion. However, “Lycidas” is more than a traditional lament for a lost friend and peer. Milton uses the pastoral apparatus to illustrate the hope that arises from despair when the sorrowful look to Christ, the Good Shepherd.

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Academic Writing

The Bass

Note: My senior-year English teacher in high school was dedicated and hard working. She cared about her students and was passionate about making us better writers. And at the time, I couldn’t stand her. She put great emphasis on helping us find our voice, and in the process (I felt) stifled our voices–or mine at least. After much frustration with negative feedback on my writing (this piece, for example, written at almost exactly the same time), I wrote a piece designed purely to make her happy. It was shorter than other things I had written, and I put very little effort into it, other than to parrot the style I felt she wanted–short sentences that communicated ‘feeling.’ My only goal was to make her happy, and I succeeded. This piece got an A and positive comments, and I’ve always hated it. (DL, Sept. 19, 2021)

I love playing the bass. When I play the bass, whether alone, but especially in a group, I experience a unique sense of rhythm and control. The bass is the root and bone of the music. Every chord is built upon the foundational note that the bass lays, and it is the bass rhythm that shares the responsibility of driving the music.

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