Posts Tagged ‘blog’

Horizontal divider

Multimodal Mondays: Re/Mixing and Wrapping Up: Students’ Perspectives on “Doing” Multimodalities

posted: 5.11.15 by Andrea Lunsford

Today’s guest blogger is Jeanne Bohannon.

 I have written several posts this semester about how to re/mix traditional writing assignments into meaningful, multimodal compositions. Today’s post is my last for the semester, so I want to wrap up with one last re/mixed mission from a traditional research essay and then yield the post to my students to share their thoughts about “doing” multimodalities.

For me, democratic learning must include students’ buy-in to a project, from the building of the assignment parameters to the learning outcomes.  Making these digital endeavors meaningful to students’ lives is also vital to engendering rhetorical writing.  Projects that center on building meaningful digital literacies also enhance authentic engagement and meet the same learning outcomes as traditional “Dear Teacher” essays. But you don’t have to take my word for it.  Hear it from my students, who have worked with multimodal assignments throughout a semester at a large, state comprehensive university [read more]

Comments: (1)
Categories: Andrea Lunsford, Assignment Idea, Digital Writing, Guest Bloggers, Multimodal Mondays
Read All Andrea Lunsford

Horizontal divider

Poetry, Proliferating

posted: 3.8.10 by archived

Last month, David Alpaugh wrote an article for the Chronicle of Higher Education called “The New Math of Poetry.” In it he describes the explosion of poetry publishing, particularly online, and what it means for poetic culture. He bemoans the potential loss of a brilliant poet or two in all the poetic static.

Whether there are actually as many published poets as Alpaugh claims and whether we as a culture lose something when a brilliant poet goes unrecognized is up for debate (as the article’s comments section shows). But there’s no denying that poetry, like journalism, prose fiction, music, visual art, and most other media is easier to publish than ever. And poets of all ages and skill levels are rising to the challenge. Whether you like this development or not, it does make it harder to find new, good poetry outside of a few traditional venues like Poetry or The New Yorker.

With that in mind, we’re going to start a new feature here at Teaching Poetry where we round up some of the best poetry journals, magazines, and blogs out there. We’ll have a theme for each round-up, and we’ll try to find the best online examples of different types of poetry journals.

Hopefully this will help you navigate online poetry, and maybe find a new favorite poet. (As of right now, we have no affiliation with any of the blogs we’re going to mention. If we ever do mention an affiliated blog, we’ll disclose it.)

For our inaugural round-up we offer you one site that has the content and power of a thousand: Web del Sol. David Alpaugh mentions WDS at the beginning of his Chronicle article, and for good reason—the home page is teeming with literary content. Founded in 1994 by Michael Neff, and only the second organization to put a poetry journal online, WDS now calls itself the literary locus of the Web. It’s a collaborative cultural effort that includes several journals, reviews, and zines, as well as links to hundreds of other literary sites.

Feeling overwhelmed by the WDS home page? Click on eSCENE to narrow down your options a bit. eSCENE is a digest of highlights from fiction, poetry, and new media journals. They publish the editor’s selections at least six times a year—which should be enough to keep you  reading all year round.

Of course, please let us know of your current favorite poetry sources in the comments below—we’ll be sure to mention you if your recommendation winds up in a post.

Comments Off on Poetry, Proliferating
Categories: Joelle Hann (moderator), Uncategorized
Read All archived

Horizontal divider

Blogs vs. Social Networks: How Identity is Shaped

posted: 8.7.09 by Nick Carbone

So much of writing is about the author shaping how he or she is to be perceived; it’s about ethos, persona, and voice.

What’s fascinating in this early Internet age are the increasing number of places and ways writers can write. All the print forms persist — articles, papers, books, profiles, newsletters, and more. And added to these are new ways of being via writing: blogs, social networks, Twitter, wikis, discussion boards, and e-mail. All these forms require words to be written, but where and how those words are read change how writers create a person and how readers perceive the ethos of the writer.

In a Gawker post called “Was Blogging Just a Fad?,” Scott Rosenberg describes a key distinction between blogs and social networks:

A blog lets you define yourself, whereas on a social network you are more likely to be defined by others. Sure, blog readers can write comments — but the blogger can delete the comments, or disemvowel them, or turn them off entirely. Sure, a blog is dependent on the links you point outward and those that others point in; but it has its own independent existence in a way that no amount of messaging and chat and interaction on a social networking site can match. A blog is not necessarily better than a Facebook profile, nor is it worse; it is, simply, different.

All writing is part of a social network, of course. But Facebook and other online social networks accelerate the social. Researchers have found, for example, that what you say in your profile is not taken at face value by members of the network; how you are viewed is determined by the accumulation of your activities in the network. The wall posts you make, the status updates you write, the comments you make on the walls/updates of others; the images you share, and so on. Hundreds of discrete, relatively micro writing acts accumulate to create a pointillistic composition of your identity.

Whereas a blog, as relatively longer form done in a technological environment that the blogger can control more fully, is more about the writer as he or she attempts to define themselves in broader, often richer, strokes.

What’s really interesting to see are writers who work across several e- and print media delivery methods. Do you know them more or less depending upon which technology you read them in?

Comments Off on Blogs vs. Social Networks: How Identity is Shaped
Categories: Teaching with Technology
Read All Nick Carbone

Horizontal divider

Analysis of an Adjunct's Blog

posted: 7.31.07 by archived

Dr. Clancy Ratliff provides an extended analysis and discussion of the once and brilliant blog Invisible Adjunct. If IA is unfamiliar to you, it is well worth reviewing. I have never seen work like Dr. Ratliff’s before, and I hope more of its kind emerges. Give Dr. Ratliff’s analysis a gander.

Comments Off on Analysis of an Adjunct's Blog
Categories: Adjunct Advice, Gregory Zobel
Read All archived

Horizontal divider

Students Are Like Snakes

posted: 6.4.07 by Barclay Barrios

Students are like snakes …
… they’re more afraid of you than you are of them.

I use that line every year at the start of ENC 6700, the class I’ve been teaching for new GTAs here at Florida Atlantic University (henceforth and for all blog time, FAU). I thought it would be an appropriate start for this blog, too. For one thing, I’m hoping to test Bedford/St. Martin’s (henceforth and for all blog time, BSM)–they wanted a personality-driven blog and, despite my PhD (perhaps, perversely, because of it), my personality is startlingly low. But more importantly the line gets to the heart of what I wanted to talk about in this post, which I almost titled “We Have No Idea What We’re Doing.” The alternate title does double duty as well. This blog is an experiment in new media publishing, collaborative professional development, and alternate publication models. But it also makes me think about how teachers come to assume authority in the classroom, especially at that crucial opening moment when they stand before a class of students for the first time, when they may very well be fearing that they have no idea what they are doing.

My line about snakes is meant to break the inevitable tension I see in all those new GTA faces as well as the tension that exists there in our classroom, in ENC 6700. But the laughter the line inevitably provokes (I am such a ham in the classroom) isn’t in itself what alleviates the tension. Instead, it has to do with the assertion that, well, it’s all going to be OK, that you too can be a teacher.

I never had a clever one liner when I started teaching. What I had was my mustache. My older, wiser, more-advanced-in-grad-studies best friend Vince suggested I try growing a mustache the spring before I started teaching. I worked on it all summer and it’s come to be so much a part of me that I can’t imagine myself without it (this blog needs a better pic of me … I have a big handlebar ‘stache and I’m easy to identify at conferences because of it). But Vince, of course, was suggesting I grow it to look older, to look like I belonged up there in front of those eager first year students. At the time, I was just six years older than my students (each year we teach we’re a year older, but they’re always eighteen); the mustache gave me some physical marker of authority.

I don’t know if it was the facial hair or my innate need to be a ham or good training in new teacher orientation or gendered expectations, but I do know that my first semester teaching was one of my best. But that’s because I was able to be a teacher–not in the prosaic sense of being able to instruct but in the mythological sense of stepping into an expected role.

Of course, authority itself is perhaps an issue in this age of de-centered pedagogies. But, as I’ve come to point out when discussing Mary Louise Pratt’s “Arts of the Contact Zone” in my FYC classroom, yeah, sure her identity was on the line… but everyone in the room knew who filled out the final grade roster.

But I don’t want this post to be about authority in the classroom or how we finesse that in our theories. I’ll leave that for compositionists smarter than I. What I am wondering about instead is how you came to be a teacher, how you assumed the mantle of authority, how you stood up for the first time in front of a bunch of strangers and made it work. It’s far from an academic discussion for me. I have a new crop of GTAs coming in 2.5 months and, well, that snake line can only do so much…

Comments: (7)
Categories: Classroom Challenges and Solutions, Teaching Advice
Read All Barclay Barrios