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I am evil. I have no soul
Wednesday, November 2nd, 2005 02:09 amLong-suffering readers of this journal will be familiar with how I get to choose funky themes for my English 101 courses. What I might not have mentioned is how the theme of the course tends to influence the way I behave. After all, I am immersing myself in a subject for ten hours of lessons and God knows how many hours of reading papers every week for fifteen weeks, which is enough to make anyone a bit obsessive. So when I was doing "Theories of Happiness", I was generally bright and sunny. "Decoding the Matrix" had me walking around in an ankle-length leather coat I'd had made just because I'm the kind of sad nerd who likes to look like a character in The Matrix. While doing "From Homer to Xena" I was resolutely martial for two semesters.
Now, doing "Monsters Among Us", I am teh 33vu1!!!11 For example, when a student was begging grace to hand in her assignment late, presenting various excuses, my response was "OK, I believe you. It's just that I have no sympathy." When she persisted, I said "Look, I'm evil. I have no soul."
Actually, that gives me an idea for how I can explain the discrepancy between the happy, jokey and generally kind-hearted person I am in class and the low grades and nasty comments usually found in my feedback on assignments. In class, I am (usually) Robin. However, when presented with a student paper, particularly one with a lot of grammatical errors, I lose my soul and become the sadistic vampire, Robinus.
On the other hand, to show that I haven't quite immersed myself in gleeful evil yet, here are some comments I refrained from writing on the last batch of essays (which were about zombies in Haiti).
[To a student who wrote something like "Zombis must not eat salt. Because, if they do they become concsous of there wrechted conditoin."]
"Go and eat some salted peanuts. Now."
[To a student who managed to write "the" as "de".]
"You may be talking about the Caribbean. This does not mean you have to write like Bob Marley."
[To a student who ignored my warning that philosophical zombies were irrelevant to the question.]
"You nearly convinced me of the existence of philosophical zombies. However, I remain unconvinced, because a p-zombie is supposed to display all the characteristics of a conscious being, and you have failed to do this."
Now, doing "Monsters Among Us", I am teh 33vu1!!!11 For example, when a student was begging grace to hand in her assignment late, presenting various excuses, my response was "OK, I believe you. It's just that I have no sympathy." When she persisted, I said "Look, I'm evil. I have no soul."
Actually, that gives me an idea for how I can explain the discrepancy between the happy, jokey and generally kind-hearted person I am in class and the low grades and nasty comments usually found in my feedback on assignments. In class, I am (usually) Robin. However, when presented with a student paper, particularly one with a lot of grammatical errors, I lose my soul and become the sadistic vampire, Robinus.
On the other hand, to show that I haven't quite immersed myself in gleeful evil yet, here are some comments I refrained from writing on the last batch of essays (which were about zombies in Haiti).
[To a student who wrote something like "Zombis must not eat salt. Because, if they do they become concsous of there wrechted conditoin."]
"Go and eat some salted peanuts. Now."
[To a student who managed to write "the" as "de".]
"You may be talking about the Caribbean. This does not mean you have to write like Bob Marley."
[To a student who ignored my warning that philosophical zombies were irrelevant to the question.]
"You nearly convinced me of the existence of philosophical zombies. However, I remain unconvinced, because a p-zombie is supposed to display all the characteristics of a conscious being, and you have failed to do this."
