For better
or worse, I declared my major today. I
am officially an English major now. I’ve
decided to follow the professional/grant/technical writing program and as the
Chair of the English dept put it, “you work with words people use at
work”. There’s an internship I will have
to do coming down the road and he asked me if I would be able to work that in
around my current job. I said yes,
because what else would I say? If I want
to graduate, I will have to do this.
What I think will really happen is that I will end up working my job
around the internship. But, one step at
a time. I’m 36 credits from graduating,
so for my part time little adventure, that’s two years of fall, spring and
summer semesters. However, most of the
English classes I will need are not offered in summer sessions, so I don’t
think it will be two years and will probably be a little longer. So, my plan is this: I will minor in the IST
program and switch back and forth between IST
and English. I need 18 credits in IST for a minor, and I’ve already taken six, so two
more summer semesters and I’ll finish that requirement. And because those classes are offered online,
I shouldn’t have a problem with the summer terms and availability. But, that makes me take two more fall/spring combo semesters for English, bringing my grand total of time to three
years. So, I’m more than half-way done,
and there is light beginning at the end of the tunnel.
I also
found out last week that I did not need to take two semesters of Spanish. I’m following the 1989 to 1998 set of
graduation guidelines, and with my one year of high school French, I fulfilled
the foreign language requirement. It
would appear that the adviser I met with in the summer of 2011 gave me bad
advice, and was too lazy to look up in the archives to see if I really needed
to take two semesters of a foreign language.
And for whatever reason, UWM still has not put those requirements into
the computer system they use for advising and the adviser was too lazy to
actually check for me even though I made an appointment ahead of time, and
asked her repeatedly if I really needed to take two semesters worth. She insisted I did, and I even confirmed with
her that I was a student in 1985 with transferable credit, so, again, did I
really need to take two semesters of foreign language?
Yes, she said. The rest is
history which has been written about ad nauseaum on this blog.
Money and
time aside (roughly $1500 in tuition and $200 for a book), it was two semesters
I could have used to work on credits for my degree. My goal in coming back to college was not
necessarily to wander through the liberal arts degree, but to keep to a track
that would allow me to graduate in the shortest amount of time possible. I work full time along with going to school
and while I won’t change that, it is draining at times and I feel like I’m
never rested anymore. I also have a
house that needs cleaning and upkeep, and those chores don’t go away because I
have a test. I’m not looking for sympathy
here, but I just can’t get over how cavalier the adviser’s advice was, and how
she just didn't care (when I confronted her) or understand why I was so upset
with her. I developed an anxiety
disorder from this, and now it has found its way into my life in such
insidious ways that I feel like a part of my personality has permanently changed. Crisis of confidence Kathie calls it, and
that is really the perfect name for it.
I took my first math stats test last week also, and I didn't do so well. I had that same wanting to flee panic
sensation and my mind just emptied of everything I had studied. The frustrating
thing is, I know the answers. I got the
test back and I knew the right answers to the questions I got wrong without looking them up. Blind panic and the thought of what the hell
am I doing in here was all it took to fail the easiest test of the
semester. And they are horrible little 9
point “quizzes” that do not forgive in the least.
So, since
finding out about the foreign language requirement, I've been trying to focus on
the good that came out of the two semesters of life changing stress instead of
the negative. I did learn a lot and more
than I originally thought. I find that
errant thoughts about Spanish suddenly make sense to me. It’s as if they really needed to percolate a
bit in my brain before making a connection.
I made several friends in the two classes, and that’s always good. But the biggest positive thing that came out
of it was that my understanding of grammar significantly increased. My other class of this semester is an advanced
grammar class, and we are making predication charts and beginning
diagramming. Now, the last time I
attempted a sentence diagram was in my freshman year of high school in
1982. I don’t know about you, but in
addition to being 30 years ago, I never understood it then and even now, I’m
just barely beginning to get it.
However, I sure as heck know what an object, participle, tense, and
other various and assorted grammar terms are.
Both semesters of Spanish were grammar heavy and although it was Spanish
grammar, we had to understand English grammar before we could fit Spanish into
some sort of order. I've even used my
Spanish grammar book on my homework. I
use the English explanations as they are really good definitions.
Slowly, I
am beginning to adjust to being at UWM.
I am astounded at the lack of space there. And, at how small the insides of the
buildings are. It’s really weird because
the buildings look rather large from the outside, and I thought they would be,
oh I don’t know, cleaner somehow. And,
yes, I’ve only been in a few of the buildings on campus, but the ones I’ve been
in are dark, cluttery, and the bathrooms are gas station level at best. And they are small, way too small for a
University of this size. I’m not sure
who thought it was a good idea to put one or two three-stall bathrooms on an
entire floor for the students. I’m sure
the staff have their own, but the ones the students have to use are kind of
gross. I don’t even want to consider
what the men’s rooms are like.
In my math
stats class, there is a blind student who sits next to me. He is a linguistics major, and knows several
languages. He is taking Russian and
Swedish this semester and I told him of my trials with Spanish. Of course he knows Spanish too, and was at
loss to understand why I struggled so hard with learning it. Quite frankly, I am at a loss in
understanding that too, but that’s not my point here. He’s been at UWM for four years, and his
normal pathways around campus have been blocked because UWM has several large
construction projects going on and the students have to take detours around the
machinery. He asked me to walk him to
the other side of campus on Tuesdays and Thursdays after class, and I
agreed. I’ve had limited experience
leading a blind person before as my mother had diabetic retinopathy that robbed
her of most of her eyesight for several years before she died. I told him that I might not be the best guide
and why, and he said that I would be better than him not having a guide at all,
and I can’t argue with that. So, it has
been an informative four weeks because I’m not shy about asking him questions
about his blindness and he doesn’t mind answering them. I know that because it was one of the first
questions I asked him. He has a talking
calculator (with ear piece) and voice recognition software on this computer
(again, with headphones). But, our class
is being taught by a Chinese graduate student who knows her math stats, but English
is clearly not her interest. Then again,
who am I to judge her pronunciation? My
only hitch on that thought is that I’m paying bucket-loads of tuition and
trying to figure out her accent is a real chore, let alone understanding the
content of her lectures. She gets math
stats, and the rest of us are trying to figure out what the heck she just
said. Again, her English is WAY better
than my Chinese, but if I was going to teach, I would want to be sure to be
understood. In any case, my friend can’t
use his special software because it doesn’t understand the teacher, but he
seems to understand her just fine. At
least he types like a maniac and keeps up with her.
I'm still undecided about the whole bad advising issue and if I can really trust those advisers. I've heard all the arguments now, ranging from "you can use them for general electives" to "you'll need Spanish for the workforce". I know all these, but yet, I keep coming back to the thought of why this adviser couldn't do her job in an effective and competent manner. This sort of thing would never fly in the health care industry. "Oh, well, you didn't really need your appendix out, but now it is and you won't have to worry about it!" would set the hospital and doctor up for a huge malpractice law suit. I also keep thinking of all the jobs in the world where people just guess instead of actually finding out the truth and what happens because of that. I was thoroughly convinced that if I didn't pass Spanish, I would have dropped out of college. Why would I continue on with tuition and other expenses if I couldn't pass the class and needed it for graduation requirements? And while that thought drove me to study for endless hours and pass with a respectable grade, I still am angry that the anxiety that came from those tests has not left me. Again, I would have dropped out of college, ended my pursuit of a Bachelor's right then and there had I flunked. I guess you could call it good motivation, and shows that people can get through what they need to if they believe enough, but I feel as though I can never really trust the advisers again, and quite frankly that's probably not a good thing. Trust issues. I have trust issues to begin with, and something like this does nothing to alleviate those issues. So, enough griping about this. I am done, I have the credits, I learned something, I made friends, I expanded my grammar knowledge, and I will put it away. You're killin' me Smalls!