After doing some thesis research, some tips I can share for now is that for a class blog, do not split into smaller groups. The students want to hear more voices and make comments on more than just a few people’s posts. Perhaps add another class to the blog. For example, add a similar writing class like two 191s here at SCSU or two classes that are studying the same novel or book. The students will welcome the interaction with students who are studying the same things.
Keep the guidelines simple. Ask for timely comments and for 2-3 sentences in their comments. Assign each student a specific week to make a post; they need the deadline. For grading, look at timeliness, length, and if they included thoughts about others’ comments or the post. Grading takes a long time if more criteria is given.
T
he biggest tip, I can give you, is to refer to the blog in the face-to-face discussion during regular class time. This encourages the shy people to speak up because they have already had time to think about the topic. It also allows people to clarify what they meant in their writing.
Individual blogs can substitute for the journal writing that I have done in the past. The blog will allow me to have a time stamp (helpful for grading) and a record of what the student has written. I would use the blog as the rough draft and ask my students to revise one entry. Individual blogs will give my students a safe place to write and more ownership of their online writing, but I have noticed it is a lonely place so I would like to have a class blog as well.
Friday, May 8, 2009
Wednesday, May 6, 2009
A Good Read
I just finished reading the book, How to Read Literature Like a Professor by Thomas C. Foster. The short chapters are entertaining and stimulating. Foster gave examples of literature and explained how they were connected. Talk about remediation in literature!
As much as I like the computer and other technologies, I still like to read a book. I still want my students to read from books. (Did you know that one of the Twitter creators doesn't own a television? He says he doesn't have time to watch TV because he prefers to read!) For me, reading is as engaging as working on the computer. I can take a book and see on my porch; if the electricity is off, I am still entertained.
If I were teaching a class of college-bound high school students or a freshman level literature class, I would use this book as a textbook. (I will probably lend this book to my friend who teaches high school seniors and see what she thinks.) The short chapters would make this easy to use in a classroom and cover a wide range of ideas in literature.
I encourage you to check this book out. It is, as the advertising says, "A Lively and Entertaining Guide to Reading Between the Lines". You can find it at Barnes & Noble or Amazon.
As much as I like the computer and other technologies, I still like to read a book. I still want my students to read from books. (Did you know that one of the Twitter creators doesn't own a television? He says he doesn't have time to watch TV because he prefers to read!) For me, reading is as engaging as working on the computer. I can take a book and see on my porch; if the electricity is off, I am still entertained.
If I were teaching a class of college-bound high school students or a freshman level literature class, I would use this book as a textbook. (I will probably lend this book to my friend who teaches high school seniors and see what she thinks.) The short chapters would make this easy to use in a classroom and cover a wide range of ideas in literature.
I encourage you to check this book out. It is, as the advertising says, "A Lively and Entertaining Guide to Reading Between the Lines". You can find it at Barnes & Noble or Amazon.
Monday, May 4, 2009
One more technology I would like to try - AdobeConnect
If I were teaching next semester on campus, I would have tried a technology called AdobeConnect. The Mulitmedia Services at SCSU describes the technology like this:
Adobe Connect is an online Web Conferencing and collaboration tool. It provides multimedia capabilities that can be used for many activities such as group work, online office hours and interactive classes.
Here is the link: http://huskynet.stcloudstate.edu/multimedia/default.asp
My understanding is that instructors can request a "room" where there is a whiteboard, audio/visual box, and online chat component. All participants have the capability of having audio, if they have a headset and microphone. Or just the instructor could have the microphone and be the only speaker. I think there is a webcam capability as well.
Susan Montag used this technology in her supplemental 191 classes so I saw how it worked. She had her students do research on a collaborative paper in a computer lab the first time they used it. They were able to chat online (like MOO) and send each other links to research they found. I was intrigued by how engaged and active the students were when doing research together.
Montag presented a PowerPoint about the assignment so the students could refer to that on the whiteboard. She was going to use this technology again outside of the computer lab; I think she was going to add the audio component then. I would have liked to be a part of the class to see how it went with the students.
Our class did not meet f2f for part of the semester. Though I enjoyed MOOing, I am wondering what the experience would have been like if we had had an audio component as well as a whiteboard feature. Web conferencing is popular in business; my husband often takes web classes for continuing education credits.
Though I still want physically to see my students, I could also having one day or one time where my students and I conference on the Web. When they are working on a project together or on a large project, it would be good to answer questions that the entire group has. It would save me on repeating myself in several emails!
Adobe Connect is an online Web Conferencing and collaboration tool. It provides multimedia capabilities that can be used for many activities such as group work, online office hours and interactive classes.
Here is the link: http://huskynet.stcloudstate.edu/multimedia/default.asp
My understanding is that instructors can request a "room" where there is a whiteboard, audio/visual box, and online chat component. All participants have the capability of having audio, if they have a headset and microphone. Or just the instructor could have the microphone and be the only speaker. I think there is a webcam capability as well.
Susan Montag used this technology in her supplemental 191 classes so I saw how it worked. She had her students do research on a collaborative paper in a computer lab the first time they used it. They were able to chat online (like MOO) and send each other links to research they found. I was intrigued by how engaged and active the students were when doing research together.
Montag presented a PowerPoint about the assignment so the students could refer to that on the whiteboard. She was going to use this technology again outside of the computer lab; I think she was going to add the audio component then. I would have liked to be a part of the class to see how it went with the students.
Our class did not meet f2f for part of the semester. Though I enjoyed MOOing, I am wondering what the experience would have been like if we had had an audio component as well as a whiteboard feature. Web conferencing is popular in business; my husband often takes web classes for continuing education credits.
Though I still want physically to see my students, I could also having one day or one time where my students and I conference on the Web. When they are working on a project together or on a large project, it would be good to answer questions that the entire group has. It would save me on repeating myself in several emails!
Friday, May 1, 2009
Grading Blog Entries
At the start of the semester, I wrote some criteria for my students to follow as they wrote in the class blog. I wanted them to write thoughtful answers of some length. I wanted them to be organized and to develope their thoughts. I wanted them to engage in conversation by referring to other students' comments. I put a minimum length (100 words) and asked for only a few grammar errors.
Now at the end of the semester, as I am grading, I have a difficult time grading them on content. When reading their entries, I think they have done a good job being articulate and thoughtful, so I grade on promptness and length. Most of my students get 8, 9, or all 10 points.
When I taught 9th and 10th grade, I had my students write in journals using spiral notebooks. They had to write 5 sentences for every prompt I put up on the overhead. At the end of the semester, they usually had written 30 entries. When I graded, I just counted the sentences (and they had to be sentences, not fragments!) and the number of entries. It was too hard to grade for content.
I think it is difficult to grade content when the assignment is to write a short entry. It is hard to develope much depth when a person is only writing around 100 words. For me, the blog was a good way to practice writing for other readers. Rewarding the students for their participation this semester was enough for me. Maybe in the future I will try separate blogs for each student; perhaps content could be graded in that scenario.
Now at the end of the semester, as I am grading, I have a difficult time grading them on content. When reading their entries, I think they have done a good job being articulate and thoughtful, so I grade on promptness and length. Most of my students get 8, 9, or all 10 points.
When I taught 9th and 10th grade, I had my students write in journals using spiral notebooks. They had to write 5 sentences for every prompt I put up on the overhead. At the end of the semester, they usually had written 30 entries. When I graded, I just counted the sentences (and they had to be sentences, not fragments!) and the number of entries. It was too hard to grade for content.
I think it is difficult to grade content when the assignment is to write a short entry. It is hard to develope much depth when a person is only writing around 100 words. For me, the blog was a good way to practice writing for other readers. Rewarding the students for their participation this semester was enough for me. Maybe in the future I will try separate blogs for each student; perhaps content could be graded in that scenario.
Posting YouTubes as Content
I have reading blogs all semester now. One popular entry is linking or embedding a YouTube in their blog. Now I have no problem with YouTubes; many of them are funny, and some have valuable scholarly information. I think it would be fun to make a video for one of my lectures and post it online. It would be a good way to get content into my students' heads!
My problem is that when a YouTube is posted, the author often makes little or no comment about the YouTube. Saying "this is funny" or "watch this one!" is unsatisfactory for me. I want to know why the person posted it. Why did they think it was funny and worthy of a post?
Blogs remind me of journals. Before computers, many authors wrote in journals as a great place to jot down ideas, write a paragraph to be used later, doodle, record their thoughts and make observations of the events and world around them. Blogs can serve those purposes as well. While an author may have written down a poem that struck them, they most always commented on why the poem was important to them. They commented on what the poem meant.
When I use blogs as a graded activity in my class, one of my stipulations would be that my students comment on the YouTube when they post it. I don't think they should get credit for someone's content. They need to write their own content or reaction to the material. This stipulation would not just be for YouTubes, not also for outside poetry or pictures. If a student is writing on a blog, then they need to write and not just stick something in the blog like it is a bulletin board.
My problem is that when a YouTube is posted, the author often makes little or no comment about the YouTube. Saying "this is funny" or "watch this one!" is unsatisfactory for me. I want to know why the person posted it. Why did they think it was funny and worthy of a post?
Blogs remind me of journals. Before computers, many authors wrote in journals as a great place to jot down ideas, write a paragraph to be used later, doodle, record their thoughts and make observations of the events and world around them. Blogs can serve those purposes as well. While an author may have written down a poem that struck them, they most always commented on why the poem was important to them. They commented on what the poem meant.
When I use blogs as a graded activity in my class, one of my stipulations would be that my students comment on the YouTube when they post it. I don't think they should get credit for someone's content. They need to write their own content or reaction to the material. This stipulation would not just be for YouTubes, not also for outside poetry or pictures. If a student is writing on a blog, then they need to write and not just stick something in the blog like it is a bulletin board.
Tuesday, April 28, 2009
Can we really live without technology?
There's a virus creeping through our class. Dr. Kilborn's computer crashed from a malfunctioning CD-ROM. Cody's computer is on the fritz with a video card problem. And my car broke its head gaskets last night. It is in the repair shop until Thursday. I cannot get home without my car! I live 75 miles away. So can I live without technology? No...
I am hoping this virus does not spread to anyone's machines; life is much more difficult when the machines you depend on do not operate. My husband came late last night so we spent the night in a motel. Cable television is not very entertaining after midnight; I'm glad I do not subscribe to it at home. My husband drove back to Alexandria and is driving here again; I taught my 191 class today so there was not enough time to go home with him. Spending the day on campus was okay; I updated my students' grades and corrected papers. But I do not want to live like this. It will be nice to get my car back and return to normal life. Life without technology is just a hassle.
Maybe there is not a virus. I think that bad things happen in threes. Dr. Kilborn, Cody, me; maybe the curse on this class is over.
Monday, April 27, 2009
Only 5 blog entries left...
As a student, I do the tasks the instructor assigns and meet the deadlines for those assignments. I like to get As so I put forth my best effort. I know without the deadlines I would re-write, tinker, and tweak for a long time and perhaps never finish the task. Just ask my children about their photo albums. Or my husband about the boxes of teaching materials I have been meaning to clean out. I student taught a long time ago; I still have some worksheets on ditto paper.
As a teacher, I know my students need deadlines and that they work right up until the deadline. I do not really mind unless the work is incredibly sloppy. (Then I am annoyed and grade the paper with as little effort as the student gave it when writing it. ) I also know my students need grades to motivate them to work hard. I am pragmatic; I understand how the system works.
But sometimes I wish I could just do the task for the sake of learning - to not be pressured by deadlines and grades. That seems like a luxury. I would like to tweak my webpage more, but I know I must finish it tonight. No more time for playing...
I think I am going to keep this blog going. I am wondering how often I will write on it after the deadline and grade pressure is gone. I like having some place to write my thoughts; typing on a computer is easier than handwriting like I used to do. Posting on a blog is an easy to review all my writings. I can understand why people are attactive to a blog journal.
As a teacher, I know my students need deadlines and that they work right up until the deadline. I do not really mind unless the work is incredibly sloppy. (Then I am annoyed and grade the paper with as little effort as the student gave it when writing it. ) I also know my students need grades to motivate them to work hard. I am pragmatic; I understand how the system works.
But sometimes I wish I could just do the task for the sake of learning - to not be pressured by deadlines and grades. That seems like a luxury. I would like to tweak my webpage more, but I know I must finish it tonight. No more time for playing...
I think I am going to keep this blog going. I am wondering how often I will write on it after the deadline and grade pressure is gone. I like having some place to write my thoughts; typing on a computer is easier than handwriting like I used to do. Posting on a blog is an easy to review all my writings. I can understand why people are attactive to a blog journal.
Wednesday, April 22, 2009
Webpages are the way to go!
Yesterday I showed my almost completed webpage to my English 191 class. There was an instant "ooh" factor. I was rather surprized as these students are on the web all the time. I had one student come up and click through the page. I asked them to write down their thoughts, but hardly anyone did. Instead they were so intrigued that they just told me what they thought.
They liked having the current class schedule and assignment up as text on a page. One girl expressed her wish that this page should have been available all semester; she does not like going to D2L and finding the schedule and assignment list. They liked all the links to the other pages and resources. They want the pdf files to show up as separate windows rather than having to push the back browser button. I intend to follow that suggestion.
They told me they did not need the word "doorway"; they would click on the underlined words or links to see those pages. Some of them would click on the pictures, but they noted that not all pictures on the webpages have links so they are not in the habit of clicking on pictures. Once they knew the picture worked, they would use the picture link. But they agreed that text and pictures both could be linked to the same page.
They liked the colors, pictures, layout, and easy navigation of the webpage. They wanted to use the webpage rather than D2L. If I were teaching next fall, I would definitely use this page instead of D2L. On the first day of class, I would include my URL and ask them to bookmark or favorite on their computers. I could see my students were ready to interact with this website so I am convinced that webpages as a teaching tool are the way to go.
They liked having the current class schedule and assignment up as text on a page. One girl expressed her wish that this page should have been available all semester; she does not like going to D2L and finding the schedule and assignment list. They liked all the links to the other pages and resources. They want the pdf files to show up as separate windows rather than having to push the back browser button. I intend to follow that suggestion.
They told me they did not need the word "doorway"; they would click on the underlined words or links to see those pages. Some of them would click on the pictures, but they noted that not all pictures on the webpages have links so they are not in the habit of clicking on pictures. Once they knew the picture worked, they would use the picture link. But they agreed that text and pictures both could be linked to the same page.
They liked the colors, pictures, layout, and easy navigation of the webpage. They wanted to use the webpage rather than D2L. If I were teaching next fall, I would definitely use this page instead of D2L. On the first day of class, I would include my URL and ask them to bookmark or favorite on their computers. I could see my students were ready to interact with this website so I am convinced that webpages as a teaching tool are the way to go.
K.I.S.S. with PowerPoints
Keep it simple, stupid. This is the message my students sent me yesterday about my Teachnology PowerPoint. I know students are tired of looking at Powerpoints; the high school teachers use this technology all the time. My students are no longer amazed at crazy fonts, wild colors, lots of pictures or graphics or even whirly animations. Nor are they engaged when the PowerPoint has subtle messages or layered meanings. They are just confused.
While my students watched my PowerPoint, I asked them to write down any thoughts they had. They did say they liked the metaphor when I compared writing to painters or woodcarvers. They liked the pictures, though there were too many of them sometimes on one slide. They liked the idea of explaining the objectives of the course with the PowerPoint over just getting a white piece of paper and having to read them. They did understand my basis message of these are the technologies we will be using in class, but they did not think that pencils and paper were technologies.
When I watched their faces as the PowerPoint was being presented, I could see their confusion or disinterest. As an instructor I hate to be boring. So I am disappointed that this PowerPoint was ineffective. I learned that the basic layout is what my students or audience wants: a heading, one or maybe two pictures, and text on the side. The PowerPoint can only be ten or less slides unless the PowerPoint is paused and the students do an activity. What has been a cool, hip technology for me has become worn out technology for them. In the future I will use the KISS approach with my PowerPoints.
While my students watched my PowerPoint, I asked them to write down any thoughts they had. They did say they liked the metaphor when I compared writing to painters or woodcarvers. They liked the pictures, though there were too many of them sometimes on one slide. They liked the idea of explaining the objectives of the course with the PowerPoint over just getting a white piece of paper and having to read them. They did understand my basis message of these are the technologies we will be using in class, but they did not think that pencils and paper were technologies.
When I watched their faces as the PowerPoint was being presented, I could see their confusion or disinterest. As an instructor I hate to be boring. So I am disappointed that this PowerPoint was ineffective. I learned that the basic layout is what my students or audience wants: a heading, one or maybe two pictures, and text on the side. The PowerPoint can only be ten or less slides unless the PowerPoint is paused and the students do an activity. What has been a cool, hip technology for me has become worn out technology for them. In the future I will use the KISS approach with my PowerPoints.
Monday, April 13, 2009
Adding Pictures to My Posting
I am experimenting with my blog tonight by adding a picture with my text. One of the questions I asked my students on D2L last week is if they thought it was easier to tell a story using words only or pictures only. It is a good question because they have to choose one way or the other. They have to write an explanation of why they like words better or pictures better. They also must reply to another student's comment so there can be some lively comments between the students as they explain which format is better. I thought adding a picture to my blog would liven up my text-heavy blog. I also changed the color of my text. I chose green because it is still easy to read, but it also matchs my picture. An astute person might also notice that "green" is a common term for my subject matter. I think adding pictures and changing the font color will add some interest to my readers. This posting feels more web-like now. About this picture:
My husband and I were offered practice day passes to the Masters Golf Tournament in Augusta, GA. Attending the Masters has been on my "bucket list" (or list of things I want to do before I die), so I was excited to take advantage of this opportunity. One of the reasons I teach school is so I can golf all summer long. I have been following golf tournaments on television for many years, but it is not the same as being there.
Dreaming about Dreamweaver
I have taught in at least seven different public school systems. Every time I move to another district, I have to redo my syllabus or class expectations. I am grateful for computers as now I just have to cut, copy, and paste the pertinent and relevant parts for each new position. It's much easier than when I had to literally cut text apart and tape it down in a new location or when I had to retype the whole page. (I am not a fast typist so I really avoid retyping.) I find this task asone of my biggest annoyances when I change jobs.
On the drive tonight, I was thinking that having a webpage for my students would be so helpful; I would not have to redo my teaching philosophy, personal information, grading rubrics, grammar tips, late assignment penalties, etc. Of course, I would have to add the course syllabus, class schedules, deadlines, and such, but I have to change those specifics each semester anyway. A webpage could follow me more easily than the current handouts I have in Word documents. The time I spend creating it would not have to be duplicated. I could easily switch background and font colors to match the current school's colors. I would be more willing to invest the time in a good introduction of myself if I thought I would not have to update it for every new position.
Parents and prospective students could visit the webpage and learn more about me; this might alleviate anxiety and questions. Though I do not mind meeting parents and students, I do get tired of answering the same questions over and over again. It would be nice to send them to my webpage as a resource of information tehy need. Of course, I would have a link to my email so I could respond to them.
Yeah, I am thinking a personal teaching webpage might just be the ticket as I embark into the world of being an adjunct English instructor.
On the drive tonight, I was thinking that having a webpage for my students would be so helpful; I would not have to redo my teaching philosophy, personal information, grading rubrics, grammar tips, late assignment penalties, etc. Of course, I would have to add the course syllabus, class schedules, deadlines, and such, but I have to change those specifics each semester anyway. A webpage could follow me more easily than the current handouts I have in Word documents. The time I spend creating it would not have to be duplicated. I could easily switch background and font colors to match the current school's colors. I would be more willing to invest the time in a good introduction of myself if I thought I would not have to update it for every new position.
Parents and prospective students could visit the webpage and learn more about me; this might alleviate anxiety and questions. Though I do not mind meeting parents and students, I do get tired of answering the same questions over and over again. It would be nice to send them to my webpage as a resource of information tehy need. Of course, I would have a link to my email so I could respond to them.
Yeah, I am thinking a personal teaching webpage might just be the ticket as I embark into the world of being an adjunct English instructor.
Monday, April 6, 2009
Blogging with the Entire Class
For my English 191 class, I did not set up small groups for the class blogging activity. I wanted all of my students to be able to read entries from every member of the class. With twenty plus students, this means that the postings can have twenty or more comments. With each student writing about 2-3 sentences or a paragraph, this means that there is 2-3 pages of text to read for each posting. If more than one student posts a week, then there is a considerable amount of reading to be done. This reading is on top of required readings for face-to-face class discussions and 1-2 pages of required writing. Plus there are four major papers of 3-4 pages in length. My students have plenty to do for my class.
When I read the blog comments, I can tell some of the students have read the other students' comments. But there is no way to document if they have read the comments or not, as Blogger.com does not this documentation function like D2L does. I am not sure that I care if I know if they have read each other's work. I cannot tell if they do the required class readings either unless they mention some aspect when they are talking or writing. My students are always reading text messages, Facebook entries, and other favorite websites. So I do not think it is too much to expect them to read all the comments, but I do not want to have to quiz them about their reading. Of course I read all the comments and find it fun to read what everyone is thinking and saying. At the college level, it is their choice if they want to learn or not. But I hope that my students will enjoy this blogging activity and learn from their classmates.
When I read the blog comments, I can tell some of the students have read the other students' comments. But there is no way to document if they have read the comments or not, as Blogger.com does not this documentation function like D2L does. I am not sure that I care if I know if they have read each other's work. I cannot tell if they do the required class readings either unless they mention some aspect when they are talking or writing. My students are always reading text messages, Facebook entries, and other favorite websites. So I do not think it is too much to expect them to read all the comments, but I do not want to have to quiz them about their reading. Of course I read all the comments and find it fun to read what everyone is thinking and saying. At the college level, it is their choice if they want to learn or not. But I hope that my students will enjoy this blogging activity and learn from their classmates.
Wednesday, April 1, 2009
Real World Distractions
Katherine Ann Olson was killed after answering an ad on Craigslist for a nanny position. I was the matron of honor for her parents' wedding so I knew Katherine since she was just a twinkle in her father's eyes. The trial for her killer took place these past two weeks, and I have been following it closely. Now that a guilty verdict has been reached, I feel some relief for my friends, but I mostly feel sad that it even happened.
My youngest son attends NDSU in Fargo. My husband has two brothers & families living there along with his 91-yr-old mother. The flooding situation has been distracting me from my school work as I check on what their status is. My husband's mother was evacuated to Fergus Falls so I visited her twice in her new location reassuring her that she would go back to Eventide soon. I made her a copy of a photo album so she could show the staff her family. She was only allowed to evacuate with her walker and three outfits. My son was been sandbagging every day; he will be glad to go school where it is mentally exhausting, but not physically exhausting. My husband's brothers are safe, but they did clean out their basements just in case.
I am talking about these distractions because, as teachers, we often hear excuses from our students on why they did not do their assignments or papers. Some of the excuses are certainly lame: my dog ate my paper, my grandma died, I forgot. Some of the excuses are more plausible: my computer crashed, my car was stuck in the snow, I was sick. But some of the excuses are serious: my father died (verified by student services), I was in the hospital, there was a fire in my parents' home. I do think, at times, the real world distracts us from our scholarly endeavors. It is difficult to concentrate when life intrudes so rudely with a murder trial and major flooding.
Since I know how these events has distracted me, I know that my students have difficult times as well. I want to be able to give them a break on turning in late work. Of course this puts pressure on me at the end of the semester to correct all the late work, but I guess I am too compassionate to be a hard-ass. I do not think I am gullible, but I am sympathetic. Or perhaps I am just a soft touch. So be it.
My youngest son attends NDSU in Fargo. My husband has two brothers & families living there along with his 91-yr-old mother. The flooding situation has been distracting me from my school work as I check on what their status is. My husband's mother was evacuated to Fergus Falls so I visited her twice in her new location reassuring her that she would go back to Eventide soon. I made her a copy of a photo album so she could show the staff her family. She was only allowed to evacuate with her walker and three outfits. My son was been sandbagging every day; he will be glad to go school where it is mentally exhausting, but not physically exhausting. My husband's brothers are safe, but they did clean out their basements just in case.
I am talking about these distractions because, as teachers, we often hear excuses from our students on why they did not do their assignments or papers. Some of the excuses are certainly lame: my dog ate my paper, my grandma died, I forgot. Some of the excuses are more plausible: my computer crashed, my car was stuck in the snow, I was sick. But some of the excuses are serious: my father died (verified by student services), I was in the hospital, there was a fire in my parents' home. I do think, at times, the real world distracts us from our scholarly endeavors. It is difficult to concentrate when life intrudes so rudely with a murder trial and major flooding.
Since I know how these events has distracted me, I know that my students have difficult times as well. I want to be able to give them a break on turning in late work. Of course this puts pressure on me at the end of the semester to correct all the late work, but I guess I am too compassionate to be a hard-ass. I do not think I am gullible, but I am sympathetic. Or perhaps I am just a soft touch. So be it.
Monday, March 23, 2009
Blog as Box Essay
I forgot to mention tonight that I think blogs could qualify as box essays. Sirc said, “producing a record of short fabulous textual realities, a kind of a kind of street-derived genre of drive-by criticism, blips of unfinished text” (124). My blog certainly qualifies as blips of unfinished text. Another quote: "text as open-ended, unscrewed-down box"(120). Do you ever finish a blog? I think a person just keeps adding to it. Duchamp called the boxes: " text is a collection of interesting powerful statements; artist’s notebook; readers can shuffle the “cards” or pieces of text to create their own vision" (116). Many bloggers would definitely consider their blogs to be their notebooks where they collect their ideas and thoughts without organizing them into any fashion.
Benjamin speaks of the “childlike” element (121) when making a box. Blogs have a playful feel about them. A blogger can post pictures, videos, and quotes, and write intriguing titles. Bloggers can add gadgets like polls, games, or quirky news of the day to enhance their blog.
The best part of the blog, like Facebook, is that it keeps a record of thoughts, feelings, and ideas. Blogs are a place to throw a bunch of ideas together. When the writer looks back, they can sort through and select the idea, metaphor, juxaposition, or thought that fits into the current composition they are writing.
A blog is a web box where ideas can patiently wait until it is their turn to be presented.
Benjamin speaks of the “childlike” element (121) when making a box. Blogs have a playful feel about them. A blogger can post pictures, videos, and quotes, and write intriguing titles. Bloggers can add gadgets like polls, games, or quirky news of the day to enhance their blog.
The best part of the blog, like Facebook, is that it keeps a record of thoughts, feelings, and ideas. Blogs are a place to throw a bunch of ideas together. When the writer looks back, they can sort through and select the idea, metaphor, juxaposition, or thought that fits into the current composition they are writing.
A blog is a web box where ideas can patiently wait until it is their turn to be presented.
Friday, March 20, 2009
Mosaic of Family Pictures
I have been studying genealogy for over twenty years; it is my passion. At Christmas time I made a calendar of extended family birthdays and anniversaries to send to my aunts and their cousins. On the front cover I put a photograph of the last family reunion, but on the back cover I made a mosaic of headshots of fifty family members. I used older black and white and newer color photos; I tried to place them randomly.
After our class on visual literacy and discussion about photo essays, I looked at the back cover of the family calendar. I realized that because I had deliberately tried to place the photos randomly I had created a theme or message. No brothers' or sisters' headshots were by each other. No spouses' photos were close to each other either. No children's photos were by their parents. By working hard to not create groupings, I had portrayed the idea that the entire group was a family. There were no small units in this large photo essay. No one was connected to anyone else except as a member of the larger unit.
A photo essay would be a good assignment for my students to do so they could see how connections can be made even when someone is trying NOT to have any connections. One of the hardest tasks for my students is finding connections in their reading and putting connections into their writing. Giving my students a collection of photos and asking them to make a photo essay would be good practice for them to learn how to make connections. Creating a mosaic would really get them thinking.
After our class on visual literacy and discussion about photo essays, I looked at the back cover of the family calendar. I realized that because I had deliberately tried to place the photos randomly I had created a theme or message. No brothers' or sisters' headshots were by each other. No spouses' photos were close to each other either. No children's photos were by their parents. By working hard to not create groupings, I had portrayed the idea that the entire group was a family. There were no small units in this large photo essay. No one was connected to anyone else except as a member of the larger unit.
A photo essay would be a good assignment for my students to do so they could see how connections can be made even when someone is trying NOT to have any connections. One of the hardest tasks for my students is finding connections in their reading and putting connections into their writing. Giving my students a collection of photos and asking them to make a photo essay would be good practice for them to learn how to make connections. Creating a mosaic would really get them thinking.
Thursday, March 5, 2009
Not Everyone "gets" Grammar
In the MOO last Monday, I eluded to my philosophy of teaching grammar. I want to expound on my philosophy here because I do not want to give the wrong impression. I love grammar; I understand how to explain grammar. Naturally when people understand and like something, they want to tell others. So I like to teach grammar concepts and skills.
When I started teaching, I had eighth graders. It was the perfect age to teach grammar too. They liked worksheets and rules and games. Grammar was fun for them and me. When I returned to the classroom after raising children for several years, I taught 9th, 10th, 11th, and 12th graders. (very small school district) During my first year, I could see the progress that students make each year. The instructor before me had not taught grammar which showed up in my students' writings. So I taught grammar, capitalization, punctuation. After all they all had to pass a basic skills writing test. All my students did so well on the writing test that the school district was thrilled with their new success and me. I felt vindicated for teaching grammar.
During my second year, however, I discovered that many of my students did not retain the grammar skills that I had taught the year before. So I refreshed their memories and taught them some new skills. Since I had the students all year, I could see that the grammar I taught was still be retained (or used) from one semester to the next. Did they not care? I decided this was not the answer after talking to some sincere students. They just didn't "get" grammar no matter how many different ways and times I explained it. (specifically comma rules!) It was discouraging. I left that school district when they cut my position to part-time; it wasn't worth the drive any more.
Besides the teaching experience, I have two sons who are into math and computers. They cannot spell to save their souls. My husband and I are both English majors and excellent spellers. We bought spelling computer games and practiced words with both of the boys. We read to them and pointed out words. One day I asked my oldest son about a note he had written. There was one spelling error so I asked him to find it. He pointed to SIX words that were spelled correctly and never did point to the one misspellling. That taught me that, while he was an intelligent and conscientious student, he would never be able to spell well. He just didn't "get" spellling.
From these two experiences, I have learned that not everyone can be the grammarian that I am. I still teach grammar; I am still enthusiastic about it. But I recognize that I can encourage good usage without being punitive about it. So I nudge, encourage, reward, and compliment my students when they do use good grammar. I point out their grammar flaws so they can recognize them, but their grade does not reflect poor usage. I tell my students that I know not everyone is as crazy about grammar as I am, that I realize they may have talents in other avenues, and that I want them to do their best. Yes, I focus on grammar. Yes, I have high standards. I also recognize that not everyone will "get "grammar like me and that they are still good writers.
When I started teaching, I had eighth graders. It was the perfect age to teach grammar too. They liked worksheets and rules and games. Grammar was fun for them and me. When I returned to the classroom after raising children for several years, I taught 9th, 10th, 11th, and 12th graders. (very small school district) During my first year, I could see the progress that students make each year. The instructor before me had not taught grammar which showed up in my students' writings. So I taught grammar, capitalization, punctuation. After all they all had to pass a basic skills writing test. All my students did so well on the writing test that the school district was thrilled with their new success and me. I felt vindicated for teaching grammar.
During my second year, however, I discovered that many of my students did not retain the grammar skills that I had taught the year before. So I refreshed their memories and taught them some new skills. Since I had the students all year, I could see that the grammar I taught was still be retained (or used) from one semester to the next. Did they not care? I decided this was not the answer after talking to some sincere students. They just didn't "get" grammar no matter how many different ways and times I explained it. (specifically comma rules!) It was discouraging. I left that school district when they cut my position to part-time; it wasn't worth the drive any more.
Besides the teaching experience, I have two sons who are into math and computers. They cannot spell to save their souls. My husband and I are both English majors and excellent spellers. We bought spelling computer games and practiced words with both of the boys. We read to them and pointed out words. One day I asked my oldest son about a note he had written. There was one spelling error so I asked him to find it. He pointed to SIX words that were spelled correctly and never did point to the one misspellling. That taught me that, while he was an intelligent and conscientious student, he would never be able to spell well. He just didn't "get" spellling.
From these two experiences, I have learned that not everyone can be the grammarian that I am. I still teach grammar; I am still enthusiastic about it. But I recognize that I can encourage good usage without being punitive about it. So I nudge, encourage, reward, and compliment my students when they do use good grammar. I point out their grammar flaws so they can recognize them, but their grade does not reflect poor usage. I tell my students that I know not everyone is as crazy about grammar as I am, that I realize they may have talents in other avenues, and that I want them to do their best. Yes, I focus on grammar. Yes, I have high standards. I also recognize that not everyone will "get "grammar like me and that they are still good writers.
Sunday, March 1, 2009
I Get Texting Now
I have flirted with texting for the past year. My daughter started me on this communication when she was traveling. She notified me when her planes landed, and she was safely at home again. Then I would do an occasional text to my two sons when they were at their job or classroom. Texting them seemed to be less intrusive than calling them in those environments.
This weekend I texted my younger sister asking if she was picking up my parents from the airport. We texted several times. I asked if she was attending the girls high school hockey tournament (her daughters' high school was playing), and she responded with she was ferrying her kids to their activities instead. It was a fun conversation that lasted about an hour; I watched some television while waiting for her responses. (I am hoping she was waiting in a parking lot or driveway when she texted me back.)
Today I texted my son about reformatting my parents' computer around 11 AM. Since I know he likes to sleep in on Sunday AM, I did not call. About an hour later when I was having brunch after church, he texted me back with the status of the computer (not done yet). What a nice uninstrusive way to communicate. A telephone call would have interrupted his sleep and my conversation.
I like the texting option because I had the information I needed without going to a computer. It was not disruptive to IRL; all I did was take a quick glance at my phone. I understand better why younger people are so addicted to it. It feels like a secret communication with someone in a distant place. It has a connectiveness that is not shared with the people currently around me.
My sister comments that her telephone rarely rings at her house anymore despite having four daughters. They are still communicating with friends, but now they text more than they talk. I still like to hear my sons and daughter's voices so I will keep calling. But I will also engage in a text conversation for fun.
This weekend I texted my younger sister asking if she was picking up my parents from the airport. We texted several times. I asked if she was attending the girls high school hockey tournament (her daughters' high school was playing), and she responded with she was ferrying her kids to their activities instead. It was a fun conversation that lasted about an hour; I watched some television while waiting for her responses. (I am hoping she was waiting in a parking lot or driveway when she texted me back.)
Today I texted my son about reformatting my parents' computer around 11 AM. Since I know he likes to sleep in on Sunday AM, I did not call. About an hour later when I was having brunch after church, he texted me back with the status of the computer (not done yet). What a nice uninstrusive way to communicate. A telephone call would have interrupted his sleep and my conversation.
I like the texting option because I had the information I needed without going to a computer. It was not disruptive to IRL; all I did was take a quick glance at my phone. I understand better why younger people are so addicted to it. It feels like a secret communication with someone in a distant place. It has a connectiveness that is not shared with the people currently around me.
My sister comments that her telephone rarely rings at her house anymore despite having four daughters. They are still communicating with friends, but now they text more than they talk. I still like to hear my sons and daughter's voices so I will keep calling. But I will also engage in a text conversation for fun.
Friday, February 27, 2009
Am I Just a Proofreader?
I just finished reading the rough drafts of my English 191 students' rhetorical analysis papers. I know the papers are rough drafts, but honestly can't my students at least run spelling check before they give me their papers? I dutifully circle or underline every grammar and spelling error; I will look at these rough drafts again when I grade the final drafts. And I will deduct points for laziness i.e. not bothering to fix the errors I pointed out. So annoying!
Someday a software program may be developed which can read papers for all proofreading errors. (Spell check and grammar check are not good enough to count). Even if that happens, I will still read my students' papers. I do not think technology can replace the human touch, the factor which separates human beings from machines.
I had conferences with my students last week. They appreciated the human being who cared enough to make a bunch of red ink marks on their papers. The conversation helped them understand that they had an audience. They realized they needed to clarify their writing. Most of them said that no one had ever read every single word that they wrote before. I wanted to make them realize that their writing counts. It matters what they put on the paper. They can contribute new ideas and give insight to issues. Technology cannot provide this kind of concern for their progress as writers.
I am not just a proofreader; I am a teacher, the human factor, who cares.
Someday a software program may be developed which can read papers for all proofreading errors. (Spell check and grammar check are not good enough to count). Even if that happens, I will still read my students' papers. I do not think technology can replace the human touch, the factor which separates human beings from machines.
I had conferences with my students last week. They appreciated the human being who cared enough to make a bunch of red ink marks on their papers. The conversation helped them understand that they had an audience. They realized they needed to clarify their writing. Most of them said that no one had ever read every single word that they wrote before. I wanted to make them realize that their writing counts. It matters what they put on the paper. They can contribute new ideas and give insight to issues. Technology cannot provide this kind of concern for their progress as writers.
I am not just a proofreader; I am a teacher, the human factor, who cares.
Monday, February 23, 2009
Twitter on CSpan
On Saturday I watched a question-answer discussion with Evan Williams on CSpan. Williams is one of the founders of Twitter.com. Originally they called it "twttr", but as Williams jokingly said, they bought the vowels to complete the word "twitter". Biz Stone, Williams' partner, named the technology twitter because there are short burst of conversations like birds chirping. Stone said that the phones receiving the messages make the high pitched sounds like birds.
Williams is not sure the future of Twitter, but he commented on its rapid growth. He is seeing how people are networking and forming groups around interests and work related events. He noted that the biggest Twitter event was Obama's election night.
The fact that people can send one message to a group and have that message saved on a website which others can search may be why people are attracted to Twitter. A person does not have to retype the message; they can send to many followers. I have seen groups of 20 or more people.
There is a record of the twitters so people can go back and retrieve the information sent. For example, if there is a new location or time for a church meeting, book club, or political rally, the organizer can quickly twitter the group.
Cody discussed one possible advantage of twittering in the classroom setting is that students would learn to write concisely since only 140 characters are available in a twitter. I think texting has the same advantage. Since this technology is a social networking tool, I am not certain that it can be transformed into a journal response format.
I am wondering if a twitter debate might be more effective. Having an instructor tweet a controversial question, the students could take sides and discuss via their cell phones. Their tweets would be recorded for review later. I am not sure this would be an effective method, however. When making debate points, one may need to refer to authorities.
Though Twitter has been around for 3 years, I do not think its use has been fully discovered yet. I would like to read more about it before I use it in a classroom setting.
Williams is not sure the future of Twitter, but he commented on its rapid growth. He is seeing how people are networking and forming groups around interests and work related events. He noted that the biggest Twitter event was Obama's election night.
The fact that people can send one message to a group and have that message saved on a website which others can search may be why people are attracted to Twitter. A person does not have to retype the message; they can send to many followers. I have seen groups of 20 or more people.
There is a record of the twitters so people can go back and retrieve the information sent. For example, if there is a new location or time for a church meeting, book club, or political rally, the organizer can quickly twitter the group.
Cody discussed one possible advantage of twittering in the classroom setting is that students would learn to write concisely since only 140 characters are available in a twitter. I think texting has the same advantage. Since this technology is a social networking tool, I am not certain that it can be transformed into a journal response format.
I am wondering if a twitter debate might be more effective. Having an instructor tweet a controversial question, the students could take sides and discuss via their cell phones. Their tweets would be recorded for review later. I am not sure this would be an effective method, however. When making debate points, one may need to refer to authorities.
Though Twitter has been around for 3 years, I do not think its use has been fully discovered yet. I would like to read more about it before I use it in a classroom setting.
Blogging Fatigue
I think I am suffering from blogging fatigue. I have this class blog to maintain. I am blogging with my 191 students once a week. I blog with three small groups of supplemental 191 students. I read and comment on one of my children's friend's blog; she is spending a year in South Africa doing missionary work. I search for interesting blogs to study. Blog, blog, blog...
Sometimes I think we can overuse a technology. My high school students became so used to PowerPoints that they tuned me out when I presented one to them. I had to create fill-in-the-blank worksheets so they would write something down and not fall asleep in the dark. When my children were in junior and high school, instant messaging was the rage. Now it appears people have switched over to Facebook.
Instructors are incorporating YouTube videos into their content. It's the hip, cool thing now. I am wondering how long it will take before these mini videos will become dull. Of course, some new technology will come along, and students will flock to try it out. Will it be virtual reality? Or maybe brain implants just feeding the knowledge in without having to read it?
Sometimes I think we can overuse a technology. My high school students became so used to PowerPoints that they tuned me out when I presented one to them. I had to create fill-in-the-blank worksheets so they would write something down and not fall asleep in the dark. When my children were in junior and high school, instant messaging was the rage. Now it appears people have switched over to Facebook.
Instructors are incorporating YouTube videos into their content. It's the hip, cool thing now. I am wondering how long it will take before these mini videos will become dull. Of course, some new technology will come along, and students will flock to try it out. Will it be virtual reality? Or maybe brain implants just feeding the knowledge in without having to read it?
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