Tuesday, February 10, 2009

welcome!

this is the virtual writing space I set up for the workshops - to give you the opportunity to participate in a blog and think about whether it might work as a writing space for your classes. But also to give you all the space for a shared conversation that might continue on after our workshops are over. we did so much good work on friday - there is so much good teaching going on at lakeland and so many great ideas to be shared with each other. as people have already suggested on the blackboard discussion forum, just being together and talking carefully about writing instruction can be energizing, engaging, and stimulating.

this may be the first time you've written online. all the better. writing teachers should have experience in how people are writing now and in the spaces writers frequent. this blog is open - so when you write, you're writing for yourself, for your class colleagues, and for people "out there" who might be reading over your shoulder virtually.

we'll use this space to keeo talking outside the three workshops - post a query in between the workshops on how to do something you saw or heard mentioned in the workshop, share a reflection on something that worked well (or not so well), talk with one another about the value in what you're doing.

i'm hoping that as you immerse yourself in each other's thoughts & words, you'll find this an exciting & stimulating aspect of the course. consistently, across course levels, i have found that reading student responses (in a variety of forms - in notebooks, on computer printouts, in listservs, on electronic bulletin boards, in blogs) have been my favorite part of teaching. i learn so much from the collective intelligence of the courses i've been fortunate to be part of. your participation here might take two forms: original posts (that is, posts which begin a new line of discussion) and posts which respond to one another.

feel free to check out other class blogs i've used - and surf around in blogger for other examples. i’d like to keep a blog as a central location for online class writing, so students don’t have to keep track of a bunch of different locations. i'm also not a real fan of Blackboard's discussion groups - i think they're more clunky than blogger and not as nicely designed. but you decide for your class purposes. (you can start your own blog for free by going to blogspot.com, and your individual blog can be linked to this class blog. the directions are pretty straightforward.)

looking forward to talking [in writing] with you!

pam

let’s write!

pam

9 comments:

  1. Hi All,
    I find it so ironic and "coincidental" that just this morning I restarted my Blue Hour Blue Moon Writing Club blog that I started in June of 2007. We are a bunch of people from around the country who like to talk about and share our writing. So I guess this means I must be getting ready to start writing something soon. If you would like to check out my blog, go to:

    http://bluehourbluemoon.blogspot.com/

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  2. I think blogging might seem a bit sexier to students than participating on a Bb discussion board, but I'm dubious about two things: 1) the multiplication of class "locations" and 2) the lack of privacy. I'm more comfortable at this point with keeping class discussions available only to class members and putting only final products (like the web sites I want my Eng. 1120 students to produce) out there for the world.

    The first comment to Pam, from "Jayne," just confirms my doubt. "Jayne" strikes me as an intruder into "our" conversation who is interested primarily in promoting her blog. And since many blogs are now commercial enterprises, her motives for inviting us to read her blog may include profit. I really wouldn't want anyone intruding into my classroom community or using it opportunistically.

    I do see where there would be times it would be exciting to create products, post them for the world, and invite widespread reaction/discussion, but I would be very particular about when.

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  3. Jayne is not an intruder! Her office happens to be next to mine at Lakeland :) And while I haven't thought about this much, it seems to me that intruders into a classroom blog could lead to some really fun and effective assignments.
    In my Comp class this semester, students are following blogs of their choice and reporting on them on our Blackboard site. I would like to have them blog, but the logistics are daunting. If all the students in a class have blogs, I would have to go to 25 sites each time I want to see if they are doing their work. Is there any way to create some kind of super-site on which an entire class of students could blog?

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  4. Okay, clearly we need an investigation into the identity of "Jayne," but my distint impression was that the "Jayne" of the first comment was not our own "Jayne." Maybe blogging will be the first step in my new career as private investigator.

    The assignment Micki is doing sounds very cool.

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  5. Hey Meryl,
    It's me, the Jayne Magee that you know and love. Trust me, I am not promoting my little writing blog for profit, but I will accept any pastries that you would like to drop off at my office. I just thought that it was a strange coincidence that I would fire up my blog after a two-year hiatus on the same day that Pam invites us to join her "Lakeland Writes" blog. FYI: That talk that I posted on my blog by Elizabeth Gilbert on genius and writing is quite thought provoking. Are all of you familiar with ted.com?

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  6. The real Jayne told me about her blog, in person--I swear, I swear, it's really her. I am impressed that she has a blog. I know of one other full-time English dept member with a blog--Bob. Anyone else?

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  7. Jayne, I never doubted you! I just doubted "Jayne," the stranger conjured by my paranoid imagination!

    My concerns were probably aggravated by my very own sister, the baby (28), the one who got married in October and moved to Italy with hubby, who working at a fancy architecture firm in Genoa. She'd quit her job in NYC and had time on her hands, so started a blog and was trying to get all of her family members to get additional people to read her blog, in hopes of attracting a big enough readership to attract advertisers. So my most intimate knowledge of blogging came from someone hoping to profit. (My sister has since gotten some "real" work and been forced to spend ages back in the states while the Italian consulate works on her visa, so the blockbuster blog is presumably on hiatus.)

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  8. For my 1120 class last summer, every student designed a MySpace page specifically for our course and utilized the blogging feature of MySpace, which allowed students to only make their classmates friends--a requirement actually, as was "friending me"--and post comments on each other's blogs without outsider influence. For me, by subscribing to their blogs, I was notified whenever a new post was up and let me click into it without a problem, so that was relaxing. Before anyone makes a note of it, last summer was the only time I taught 1120, so there isn't any reason why I stopped the project. I plan on doing something similar in the fall for the 1120 hybrid, if it goes through. OK, back to my thoughts.

    Blogging for class and to only class members was easy and fun; however, I can also see Micki's point about the realism of doing a blog that can and would probably get people's attention and cause outsiders to comment. By only blogging to each other and limited friendships to the class members, they did have a less authentic experience.

    On the other hand, I think our discussions about rhetorical choices for designing a space and blogging to classmates and a teacher were also quite informative and helpful. Making them aware of the public choices and, possibly repercussions, of posting their lives out there to be Googled was interesting. These, paired with vanity searches, all contribute to their understanding of the overwhelming nature that is digital composition, i.e. the public and permanence of their lives.

    What is it about making their lives so public that is such a rush for them? Why do they need to be so connected to one another and know what everyone is doing at all times? I am not sure; interestingly enough, neither do they. They just know that they are trembling by the end of an hour and a half class without texting or posting to their Facebook pages via their cell phones. It is what it is.

    This blogging and MySpace experience in the classroom was a valuable one nonetheless. Take it for what it is.

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  9. I wrote a lengthy post a few minutes ago and lost it, alas, because I'd failed to sign in first. Oops!

    I had been writing about how much fun I had with today's poetry assignmennt. It was great fun thinking about images to go along with both my personal reader response to the Ginsberg poem as well as my critical analysis of it. Having just read Alison Bechdel's graphic memoir Fun Home, only my second or third foray into graphic lit., I've been thinking about the different ways text and image can intersect. It was fun playing with both abstract and literal connections when doing the assignment, and I can see where it would be lots of fun to do that with students.

    I would also like to use graphic tools to help teach students about imagery in literature. We could use audio files to connect with the music alluded to in a text; the music typical of a period or that we might imagine a character listening to; music that conjures for us the same emotion or memory conjured by a text. This could definitely make poetry for more and less scary for some students!

    It was also fun working the other way,from images back to text/idea. I found some Marilyn Monroe photos just because they were highlighted on the home page of google image, and a photo of her with a seductive expression appealed. It made me think I could use it to illustrate the way arguments can be very seductive, and our experience of seduction can override our critical faculties in argument in much the same way it occurs in personal interactions.

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