Today’s readings about peer reviews brought up some good points.
Despite the fact that the word is now a pejorative, students need to recognize the value of criticism – I’m assuming that all of us already do. It’s something difficult to confront, this idea of an audience; after all, it didn’t exist back in high school. Yet when we reach college, our papers are expected to be seen by more eyes than just those of the teacher. For some, this is a terrifying prospect. I’ve known a few writers who have written pages upon pages of work, yet you wouldn’t know it because not a soul has seen this supposed writing. There’s nothing wrong with personal, introspective writing, but if your writing is personal due to fear of criticism, you might as well start practicing alchemy; it’s a little more productive.
The Practice in Context article was very informative with its classroom example of going over the “ground rules” of criticism. It established which comments were productive, which comments were hurtful, and gave examples of comments that are essentially meaningless like “nice.” From my own experience, I’ve been in classes that have had a real “culture of nice,” meaning that everyone was sweet and peachy-keen to one another, but absolutely nothing productive was said or done. We need to find ways around this (and the articles gave some great examples), because this seems to be the trap that students most often fall into. It may be tough for some to comprehend, but writing in college advances the writing discourse from a student-teacher relationship to a student-audience relationship. And in college, the audience is no longer imaginary; it’s a downright inescapable force of nature.
Tuesday, October 16, 2007
Sunday, October 14, 2007
A Word About Listservs
The Teaching Writing With Computers article for tomorrow discussed listservs in great detail, so I though I would provide my own advice on how best to use a listserv.
Step 1. Don't use a listserv.
Well, that may be a little harsh. E-mails that give the entire class important information (cancellations, postponements, etc.) are obviously a necessity. But for class discussion, the listserv has really been made obsolete. Some of you already know this information, but I'm posting for the benefit of those looking for new technologies to use in the classroom.
Anyway, here's my beef with listservs:
1. They clog your inbox. Instead of being in a static location that can be accessed by the student at any time, the messages of listservs may find students at the worst possible time: when they absolutely don't want to think about class. This can cause annoyance, and student inevitably ignoring most of the messages that end up in their inbox.
2. The discourse is unorganized. With listservs, you don't get clean threads of conversation that can be easily followed. Instead, there's more than a bit of confusion, which can make discussion through the use of a listserv far less productive than in-class discussion.
3. The discussion isn't saved in any real, easy-to-access, comprehensive form. Most people are going to care less if their writing becomes that ephemeral.
4. Listservs are too confusing for most people to use properly. In EVERY listserv I've been a part of, people always, ALWAYS reply to the entire group when they mean to reply to a single person (an easy mistake to make). Then they send an apology e-mail to the entire group for doing this. You also have to be physically removed from a listserv instead of quitting it at your own discretion. This can also be very annoying.
So my solution to the listserv is (obviously by this point) the blog or the message board. If you're concerned with students not knowing when new messages are posted to a blog, most Internet browsers have something called an RSS feed reader (which can also be stand alone programs) which informs the user of a blog or web page update without being as intrusive as a listserv. I have writing teachers writing in the "feeds" section of my web browser, and the title of the blog becomes bolded whenever someone makes a new post.
If you're interested in the concept of "feeds" on the Internet, there's a ton of information out there. Or you can just ask me :)
Step 1. Don't use a listserv.
Well, that may be a little harsh. E-mails that give the entire class important information (cancellations, postponements, etc.) are obviously a necessity. But for class discussion, the listserv has really been made obsolete. Some of you already know this information, but I'm posting for the benefit of those looking for new technologies to use in the classroom.
Anyway, here's my beef with listservs:
1. They clog your inbox. Instead of being in a static location that can be accessed by the student at any time, the messages of listservs may find students at the worst possible time: when they absolutely don't want to think about class. This can cause annoyance, and student inevitably ignoring most of the messages that end up in their inbox.
2. The discourse is unorganized. With listservs, you don't get clean threads of conversation that can be easily followed. Instead, there's more than a bit of confusion, which can make discussion through the use of a listserv far less productive than in-class discussion.
3. The discussion isn't saved in any real, easy-to-access, comprehensive form. Most people are going to care less if their writing becomes that ephemeral.
4. Listservs are too confusing for most people to use properly. In EVERY listserv I've been a part of, people always, ALWAYS reply to the entire group when they mean to reply to a single person (an easy mistake to make). Then they send an apology e-mail to the entire group for doing this. You also have to be physically removed from a listserv instead of quitting it at your own discretion. This can also be very annoying.
So my solution to the listserv is (obviously by this point) the blog or the message board. If you're concerned with students not knowing when new messages are posted to a blog, most Internet browsers have something called an RSS feed reader (which can also be stand alone programs) which informs the user of a blog or web page update without being as intrusive as a listserv. I have writing teachers writing in the "feeds" section of my web browser, and the title of the blog becomes bolded whenever someone makes a new post.
If you're interested in the concept of "feeds" on the Internet, there's a ton of information out there. Or you can just ask me :)
Computers and Literacy
Laurin mentioned that she wanted more information on how to use technology in the classroom as a way to expand writers as writers. And, I think her point is valid, so I wanted to start this new thread devoted wholly to the topic. The last thread was getting a little bit too convuluted, I think.
When I teach with technology, I hope to first help my students to view the internet and writing on the internet critically. Students must be taught to discern between credible and non-credible sources. (This could be taught in the classroom like Mel is teaching it. Going through websites, examing their information, determining if it should be trusted.... etc.) It can also be approached from another direction. Students often do not realize the way in which the internet presents issues of gender, race, and class. They often blindly absorb this sort of information, which can be very dangerous. (This issue was addressed in one of our readings. Black students realized that african americans were being portrayed stereopyically all over the net.) This stereopyical information infiltrates the mind, especially if we are unaware of it. I want my students to be able to actively read and write online, not pasively. The internet is not an inert, neutral space, and so it must be treated critically, and to be honest, it isn't. (Much in the same way that television, often isn't...) If students learn to view the internet critcally, they not only become better users of the internet for their own research, but also better writers, online and off, because they can learn that what they put out there counts. (They don't want to perpetuate the stereotypes.)
Also, I want to help my students use computer technology as a rhetorical space, as another outlet for their creativity, and one that allows them to express through many different venues. Technology allows people to intertwine visual and written communication. Now, more than ever, they are inextricably linked. Programs such as iweb, powerpoint, publisher, even Word, allow communication to be on two different levels, the visual and the written. I know that some people would consider that the visual has no place really in an English room, but since so much composition occurs on the computer, it cannot be ignored anymore. I am not suggesting that our students become visual designers, but rather learn how to combine technological aspects to make their arguments better heard, more appealing. This is not even a new idea, poets use visual design often in their work, playing with form on the page, to accentuate their meanings. Pictures, well-used white space, creatively presented words, all can be captured through composing via the computer. It opens up a whole new exciting range of creativity for our students. (And, it will help them in the future, since many employers are using this sort of visual and written communication in presentations, meeting, etc. in the workplace.)
When I teach with technology, I hope to first help my students to view the internet and writing on the internet critically. Students must be taught to discern between credible and non-credible sources. (This could be taught in the classroom like Mel is teaching it. Going through websites, examing their information, determining if it should be trusted.... etc.) It can also be approached from another direction. Students often do not realize the way in which the internet presents issues of gender, race, and class. They often blindly absorb this sort of information, which can be very dangerous. (This issue was addressed in one of our readings. Black students realized that african americans were being portrayed stereopyically all over the net.) This stereopyical information infiltrates the mind, especially if we are unaware of it. I want my students to be able to actively read and write online, not pasively. The internet is not an inert, neutral space, and so it must be treated critically, and to be honest, it isn't. (Much in the same way that television, often isn't...) If students learn to view the internet critcally, they not only become better users of the internet for their own research, but also better writers, online and off, because they can learn that what they put out there counts. (They don't want to perpetuate the stereotypes.)
Also, I want to help my students use computer technology as a rhetorical space, as another outlet for their creativity, and one that allows them to express through many different venues. Technology allows people to intertwine visual and written communication. Now, more than ever, they are inextricably linked. Programs such as iweb, powerpoint, publisher, even Word, allow communication to be on two different levels, the visual and the written. I know that some people would consider that the visual has no place really in an English room, but since so much composition occurs on the computer, it cannot be ignored anymore. I am not suggesting that our students become visual designers, but rather learn how to combine technological aspects to make their arguments better heard, more appealing. This is not even a new idea, poets use visual design often in their work, playing with form on the page, to accentuate their meanings. Pictures, well-used white space, creatively presented words, all can be captured through composing via the computer. It opens up a whole new exciting range of creativity for our students. (And, it will help them in the future, since many employers are using this sort of visual and written communication in presentations, meeting, etc. in the workplace.)
Friday, October 12, 2007
Actual Assignments
Ok, I think that we are supposed to put up actual ideas that we have about how to use what we learn in the classroom and apply it. SO...on Wednesday we talked about the Tier's that are in the Kent curriculm and what we could do in order to achieve any of the requirements. I would like to say that i think Vista would cover a large amount of what Tier 1 expects. you can ask students to post their work, they have to learn how to save work in order to post, they can communicate with their classmates via discussion boards, it allows students to email the teacher and have one-on-one time with them, and it provides a place for teachers to place assignments and calandars. If you use Vista in the classroom, especially beginning classrooms, i think that you are enabling novice technology users to start to understand why technology is in a classroom and how it is not nearly as scary as they might think. And for those of us who are not technology advanced, i am pretty sure that Vista has step-by-step instructions in order to help. So, that is my idea for practical application of technology in the classroom. Anyone else???
Tuesday, October 9, 2007
Changing Course
Okay, I think we can put the ranting behind. Finally the article on "Technology as Teacher" has said it for me: "Both groups [us] feel virtuous about their choices, and both manage to lose sight of the real issue: how to use technology, or relate to it, in ways that are productive and meaningful." (p. 34). With this is mind I hope we begin to discuss our ideas about said technologies.
This article starting giving me some framework about ways to use the internet, ie, research, e-mail, ect. It also mentioned some things I haven't heard of or have very little familarity with: listservs, bullentin boards, a program called Daedalus, Dreamweaver, Frontpage, web anthologies, Blackboard, Course Compass, to name a few. I am curious to find out what people think of these, their experiences and thoughts on how they can help the classroom.
The other article, about the CMC, even had a chart where it outlined different on-line tools and what they are good for. The best thing about this article was the suggestion that CMC's can help students brainstorm, and this idea generated some things in my mind that I could get excited about using in the classroom, or at least am interested in.
But I am still at a loss for how to set these systems up, and use them. Any suggestions? Can we begin to talk about what we know, don't know, pros, cons, ect.
This article starting giving me some framework about ways to use the internet, ie, research, e-mail, ect. It also mentioned some things I haven't heard of or have very little familarity with: listservs, bullentin boards, a program called Daedalus, Dreamweaver, Frontpage, web anthologies, Blackboard, Course Compass, to name a few. I am curious to find out what people think of these, their experiences and thoughts on how they can help the classroom.
The other article, about the CMC, even had a chart where it outlined different on-line tools and what they are good for. The best thing about this article was the suggestion that CMC's can help students brainstorm, and this idea generated some things in my mind that I could get excited about using in the classroom, or at least am interested in.
But I am still at a loss for how to set these systems up, and use them. Any suggestions? Can we begin to talk about what we know, don't know, pros, cons, ect.
if you feel unprepared to teach with technologies ....
....then you're in the right place. Teaching is not something people can do without preparation. Even though we've all watched teachers and teaching for a long long time by this point, so much of what a teacher does is invisible - the reading, studying, and preparation of both her theoretical grounding and her practices in the classroom. Getting you all on that life long road is the goal of this class.
So in addition to the work we've been doing, particularly with technologies, what can you do? There are several ways you can do the work of getting yourself prepared: one, doing the work in this class (this class is a requirement for new teachers for just this reason); two, do extra reading in areas you feel unprepared in (I’m happy to recommend books for you and there are lots to choose from); three, attend reading group meetings and workshops next semester on writing technologies if that’s your area of weakness; four; focus your observations on teachers whose classes are likely to show you how to do some things.
Acknowledging that there are things you need to work on individually is an important first step - remember when someone (Zebroski?) talked about the meta awareness that is the actual first step in learning something - the recognition that you don't understand? We cannot cover everything in one semester - you need to do work individually to get yourself up to speed on specific things you need more attention to. Teaching at the college level is not just a part of your fellowship; it is a serious commitment to the learning of first year college students who have come to the university with goals and desires for an education. It is hard work that cannot be done half heartedly.
Pam
So in addition to the work we've been doing, particularly with technologies, what can you do? There are several ways you can do the work of getting yourself prepared: one, doing the work in this class (this class is a requirement for new teachers for just this reason); two, do extra reading in areas you feel unprepared in (I’m happy to recommend books for you and there are lots to choose from); three, attend reading group meetings and workshops next semester on writing technologies if that’s your area of weakness; four; focus your observations on teachers whose classes are likely to show you how to do some things.
Acknowledging that there are things you need to work on individually is an important first step - remember when someone (Zebroski?) talked about the meta awareness that is the actual first step in learning something - the recognition that you don't understand? We cannot cover everything in one semester - you need to do work individually to get yourself up to speed on specific things you need more attention to. Teaching at the college level is not just a part of your fellowship; it is a serious commitment to the learning of first year college students who have come to the university with goals and desires for an education. It is hard work that cannot be done half heartedly.
Pam
Monday, October 8, 2007
Burning Issues: Writing with Computers (!)
After class, I couldn’t stop thinking about our discussion on the car ride home. So, here are some further thoughts.
First, for the creative writing folks, here’s how I see your stance (feel free to correct me if I’m wrong). Number one – as I said in class – I see it as overly romantic; to me, it’s absurd to think that something is more fulfilling when it’s made artificially more difficult. Number two – and I don’t mean to be insulting – the proliferation of writing on the Internet has made writing into a far less specialized field, filled with more writers writing than ever before. Is there insecurity about your role in the writing world when we are at a point in time where anyone can ostensibly become “a writer?” After all, I'm not a creative writing major, but I have made a semi-career out of creative writing for a handful of websites. Is this kind of situation threatening to you? Maybe this is more of a philosophical question ("What is a writer?"), but I’d like to know.
Number three, I don’t think computers are turning us into depressed automatons. Instead, they provide us with an unprecedented amount of social choices that were not available before the Internet. If I had to limit my communication to the people I could only talk with face-to-face, I would have never met some of the smartest, funniest people I know. And my presence on the Internet has allowed me to make a variety of real-life friends who I often see face-to-face (or as often as I can get back to Youngstown). I have no problem with this.
Here are my main points on the pro-computer side:
Writing with computers can give you a real audience.
Yes, you no longer have to think about your “audience” in rhetorical terms – it actually exists! This gives students a real purpose for writing, and also feedback on their writing, which we learned can be an immensely valuable thing. Students will also get the feeling that their writing will do more than sit on your desk until it’s graded.
Computers have created a generation of more readers and writers than ever before.
This is impossible to ignore, given the rise of blogs and other forms of Internet communication. People are now writing critically about culture, their lives, politics, entertainment, and other subjects. This would be impossible on such a large scale 15 years ago. And do you honestly think people in the pre-Internet days were articulating their opinions in writing even 5% as much as they do today? Computers have given writing more value, and have given the power of the written word to a group of people that previously did not have it. I can’t see how anyone couldn’t be excited about that – there’s more to read out there than ever before.
The snobbish coteries of old have been replaced with a democratic community of readers and writers constantly sharing information. What’s not to like?
I have some other points, but these are my two main ones. I’d like to know what everyone thinks.
First, for the creative writing folks, here’s how I see your stance (feel free to correct me if I’m wrong). Number one – as I said in class – I see it as overly romantic; to me, it’s absurd to think that something is more fulfilling when it’s made artificially more difficult. Number two – and I don’t mean to be insulting – the proliferation of writing on the Internet has made writing into a far less specialized field, filled with more writers writing than ever before. Is there insecurity about your role in the writing world when we are at a point in time where anyone can ostensibly become “a writer?” After all, I'm not a creative writing major, but I have made a semi-career out of creative writing for a handful of websites. Is this kind of situation threatening to you? Maybe this is more of a philosophical question ("What is a writer?"), but I’d like to know.
Number three, I don’t think computers are turning us into depressed automatons. Instead, they provide us with an unprecedented amount of social choices that were not available before the Internet. If I had to limit my communication to the people I could only talk with face-to-face, I would have never met some of the smartest, funniest people I know. And my presence on the Internet has allowed me to make a variety of real-life friends who I often see face-to-face (or as often as I can get back to Youngstown). I have no problem with this.
Here are my main points on the pro-computer side:
Writing with computers can give you a real audience.
Yes, you no longer have to think about your “audience” in rhetorical terms – it actually exists! This gives students a real purpose for writing, and also feedback on their writing, which we learned can be an immensely valuable thing. Students will also get the feeling that their writing will do more than sit on your desk until it’s graded.
Computers have created a generation of more readers and writers than ever before.
This is impossible to ignore, given the rise of blogs and other forms of Internet communication. People are now writing critically about culture, their lives, politics, entertainment, and other subjects. This would be impossible on such a large scale 15 years ago. And do you honestly think people in the pre-Internet days were articulating their opinions in writing even 5% as much as they do today? Computers have given writing more value, and have given the power of the written word to a group of people that previously did not have it. I can’t see how anyone couldn’t be excited about that – there’s more to read out there than ever before.
The snobbish coteries of old have been replaced with a democratic community of readers and writers constantly sharing information. What’s not to like?
I have some other points, but these are my two main ones. I’d like to know what everyone thinks.
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