That Old Black Hole

Love this video of a second grader asking Neil deGrasse Tyson about black holes colliding:

I like that he takes the question seriously and talks about how cool the physics of this situation would be without condescending to this boy. Kids at that age are just starting to learn about the universe, and it’s a great time to get them inspired by astronomy. I remember doing an astronomy unit in second grade and it was the best. More funding for science and space research/education, please!

Also, now I have this song in my head:

Do the black hole, everybody!

(via swissmiss)

The Eureka Moment and Why Breaks Are Important

You know how you can sit in front of your computer, struggling to figure out how to get your main character from point A to point B, and then it hits you when you’re in the middle of brushing your teeth that night? A new study confirms you’re not alone.

Apparently, study participants were given a challenging task. Some participants were allowed to have a break, and others weren’t. The ones who had a break performed better at the task afterward than the ones who had to work straight through the allotted time. This suggests that breaks are actually helpful in getting your mind working in new ways.

Of course, this doesn’t mean that you can skip the work, just take breaks, and expect results:

“The implication is that mind-wandering was only helpful for problems that were already being mentally chewed on. It didn’t seem to lead to a general increase in creative problem-solving ability,” says [research team leader Benjamin] Baird.

So get to work, but also feel free to give yourself a little time away from the desk if you’re stuck on a particular issue.

Make Good Art and Other Thoughts From Neil Gaiman

Neil Gaiman talks about making a life as an artist in his address to the 2012 graduating class of University of the Arts:

I really like the idea of constantly walking toward the mountain of your own success and hopes. Also, must remember that mistakes mean you’re “out there doing something,” especially when the mistakes or disappointments have just happened.

PS–I had problems getting this video to play at first, then went to the main page and skipped ahead a couple seconds, and it played fine after that.

(via readergirlz)

New Study on Profanity and YA Stirs Media Concern

A new study about YA books is alarming parents to the idea that their teens might be reading books with–gasp!–profanity. I haven’t seen the full study, so you can take all of this with a grain of salt. But based on articles about this study, I have a few reservations about the findings.

First, apparently “teen novels contain 38 instances of profanity between the covers. That translates to almost seven instances of profanity per hour spent reading.” Does profanity mean any cursing at all, including “hell” or “damn,” which you can hear pretty regularly on tv? If so, my guess is that language that wouldn’t fly in a movie or tv show is limited to a handful of instances in the average teen novel.

Second, apparently characters who swore more often usually had “higher social status, better looks and more money.” As a general fan of YA, my guess is that these characters aren’t usually the protagonists. Outside of novels like Gossip Girl, more YA tends to focus on the kids who aren’t super rich and popular and beautiful. And the popular teens tend to be the source of more drama and anxiety for the protagonist, suggesting that characters who swear more often are more likely to be cast in negative roles.

Third, I’m curious to see which books this study looked at and how they were evaluated for their content outside of profanity. In my high school, we had to read Catcher in the Rye, which uses a fair amount of cursing. Although Catcher in the Rye still gets flack for its content, it’s widely considered a classic and is included in most middle/high school literature curricula. Can’t contemporary YA novels be held to that kind of standard, where language is part of a larger story and emotional journey?

The lead researcher of the study suggests that children’s and YA books should come with a ratings system. Beth Yoke, executive director of the Young Adult Library Services Association, responds:

“Books can be a safe way for young people to explore edgier, sensitive, or complicated topics, and they provide parents the opportunity to help their teens grow and understand these kinds of sensitive issues. ALA’s interpretation on any rating system for books is that it’s censorship.”

I’m very much with Yoke on this one. Obviously parents should take an active part in their child’s reading life, but that should involve reading books alongside their children and having conversations about the content, not slapping labels on book covers. And frankly, sometimes teenagers need to engage with issues on their own and books are a fantastic way to do that.

Also, YA books are intended for teenagers. Let’s classify that as generally PG-13 content. Isn’t a book’s place in the teen section of a bookstore or library enough of a “warning” about the content without having to develop a ratings system?

If anyone has any more details about the study itself and what criteria was used, I’d love to hear about it. Do you feel that YA has too much profanity and should be rated in some way?

Voice Across the Country

Voice is essential to writers, so I’m sure I’m not the only one who’s interested in regional dialects. An accent can say so much about someone’s background and environment, and you can use accents to reinforce or break down stereotypes. From now until July 15, you can watch American Tongues, a documentary about dialects in the US, on the PBS website. (Note: some strong/offensive language is included.)

The film first premiered in 1988, and I’d be really curious to see how dialects have changed since then due to a greater prevalence of television and the internet.

If you want to get super nerdy about it (who doesn’t?!), you can check out this interactive map of regional dialects in the US.

Hear the Monster’s Call

When I did study abroad in England, I discovered Poems on the Underground, a project created to share poetry with Londoners on the Tube. One poem I came across was The Loch Ness Monster’s Song by Edwin Morgan. You can read and hear it here. Most poetry is meant to be heard, but The Loch Ness Monster’s Song practically demands it.

I think it would be a great poem to use in the classroom, since it shows how poetry doesn’t need to be stuffy and use impressive language. In fact, it doesn’t even need to use real language at all.

Also, it’s just the kind of poem I need on this gray, damp day.

(H/T bookshelves of doom)(image: Wikipedia)

The Formative Years

At least my high school experience didn't end with a giant demon snake attacking the senior class.

At the Washington Post, Jay Mathews wonders why people are often asked about their college background as opposed to their high school experience. In addition to pointing out that more people attend high school, he also suggests that the high school years are more formative:

“High school defines us. It is an educational experience we nearly all share. Useful abilities, such as reading, writing, math and our own peculiar talents for the most part take root in high school, or don’t, to our sorrow. High school offers lessons in love, social dynamics, news and what we are most likely to enjoy in our adult lives, at work and play. Hillsdale High School in San Mateo, Calif., gave me more than my colleges, Occidental and Harvard.

High school dramas are staples of television and cinema. Far more people attend high school sporting events than those at colleges. High school teachers are far more likely to have an impact on the lives of students than college professors.

Yet we don’t act as if any of that high school stuff is important. In a lifetime of social gatherings, I cannot remember ever being asked where I went to high school. The college experiences, on the other hand, are frequently discussed.”

As a YA writer, this claim intrigues me. I love looking at the teenage experience. In high school, you start learning who you are as a person and how you can interact with the world. Everything is filled with deep meaning; fights seem more intense, friendships seem like they’ll last forever, heartbreaks are the most painful. But does that mean high school forms who you are?

I think that it’s not so much that the high school experience is more important or that it should be talk about more. Instead, I think it’s probably more personal. It’s hard to talk about those experiences at a cocktail party. Events from high school can sound insignificant when you look back at them and can be hard to explain. I think this is one reason that YA is so compelling as a genre. It looks at those seemingly insignificant moments and examines how meaningful they really are.

Still, I’m not sure that I’d say my high school made me the person I am more than my college did. There’s more I did at college that I can point to as helping foster who I am now, but there’s a lot from high school that meant a great deal to my emotional and social development. There’s a vast emotional difference between a high school freshman and a high school senior, and high school helps you get to that emotional place. At that point, you’re more ready to form who you are, either through college or work or travel.

High school starts you on the path to discovering who you are. I don’t think it ultimately creates that final person, but it certainly starts you on that journey. And that’s what I find exciting about YA as a genre. It’s so much about discovery and personal growth.

Do you think high school formed more of who you are now than any other time in your life?

(H/T Kim Briggs)

If Only Computers Could Write Standardized Test Essays, Too

You know those essay questions on tests like the SATs or GREs? Turns out the ideal reader/scorer is a computer:

“Turns out, though, that standardized test essays are so formulaic that test-scoring companies can use algorithms to grade them. And before you get worried about machines giving you a bad score because they’ve never taken an English class, said algorithms give the essays the same scores as human graders do, according to a large study that compared nine such programs with humans readers. The team used more than 20,000 essays on eight prompts, and you can see in the figure to the right, the mean scores found by the programs and the people were so close that they appear as one line on a chart of the results.”

Says a lot about how we evaluate students’ writing ability, doesn’t it? Ugh.