Student teaching and thesis writing my last quarter in grad school

I just started co-teaching an Introduction to Interpreting class at Phoenix College yesterday. It’s a hybrid course, so I’ll be doing both onsite teaching and online teaching. Luckily, I’ve had experience with both kinds of teaching, especially since doing my teaching practica in three different courses last spring at Western Oregon University (WOU), where I taught in the course management system (Moodle) and via videoconference (Skype and Google Hangout).

The next five weeks are a break before my last quarter of grad school, and I’m taking this time to write the first draft of my master’s thesis on vague language (VL). Sometimes I think I need to keep writing this blog so it doesn’t fade into obscurity, and other times I think I’d better let it wait and settle for the delayed gratification of publishing my thesis. I suppose balancing both wouldn’t hurt; in fact, blogging regularly might help writing my thesis regularly and vice versa.

In the course I’m co-teaching, we’re using the books Sign Language Interpreting: Exploring Its Art and Science (Stewart, Schein, & Cartwright, 1998) and So You Want to Be an Interpreter (Humphrey & Alcorn, 2007). In writing my thesis, I’m using the book Writing Your Journal Article in Twelve Weeks: A Guide to Academic Publishing Success (Belcher, 2009) as a guide.