bath time
bath time
Because even though games need sexuality, I don’t want to watch sex in a game. That man (or woman) on-screen – that’s me. I don’t want to just sit there watching myself have intercourse if I can’t control it. And I definitely don’t want to control it, because trying to steer a sex act using a game controller is as ludicrous as ludicrous gets. Human intercourse already breaks down if you focus too much on the plumbing – and in a gameplay context, that’s all there is.
Because even though games need sexuality, I don’t want to watch sex in a game. That man (or woman) on-screen – that’s me. I don’t want to just sit there watching myself have intercourse if I can’t control it. And I definitely don’t want to control it, because trying to steer a sex act using a game controller is as ludicrous as ludicrous gets. Human intercourse already breaks down if you focus too much on the plumbing – and in a gameplay context, that’s all there is.
"Our goal should be to help students successfully write in the academy; to the extent they have the power and authority to change academic genres to better meet their needs, we should help them understand how to do so. But we must also be realistic about how much power students have to change those genres, and we must be certain that our analytical genre work will help them succeed, not paralyze them with doubts" (783)
--Elizabeth Wardle, "'Mutt Genres' and the Goal of FYC: Can We Help Students Write the Genres of the University?"
"Our goal should be to help students successfully write in the academy; to the extent they have the power and authority to change academic genres to better meet their needs, we should help them understand how to do so. But we must also be realistic about how much power students have to change those genres, and we must be certain that our analytical genre work will help them succeed, not paralyze them with doubts" (783)
--Elizabeth Wardle, "'Mutt Genres' and the Goal of FYC: Can We Help Students Write the Genres of the University?"
"While teachers may desire to describe themselves as 'expressivist' or 'post-process' or even 'traditionalist,' the pedagogies we actually deploy should depend not only on our own deeply held beliefs, theories, and philosophies, but also on those of our students" (738-739).
--Paul Lynch, "Composition as a Thermostatic Activity"