Posts Tagged ‘Blogging’

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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]

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Categories: Andrea Lunsford, Assignment Idea, Digital Writing, Guest Bloggers, Multimodal Mondays
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Voices

posted: 4.2.14 by Barclay Barrios

The first year, I just didn’t know. But of course we never know what we don’t know, ya know?

My first time teaching ENC 6700 Introduction to Composition Theory and Methodology (the required seminar for our new Graduate Teaching Assistants) I blithely, blissfully, blindly led the class through some classic and foundational essays of the field, only to be blindsided by the final papers, all of which worked from the base assumption that the way we approached the teaching of writing at Florida Atlantic University was the way everyone approached the teaching of writing. [read more]

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Categories: Barclay Barrios
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Coming Soon: Guest Bloggers

posted: 12.18.13 by Barclay Barrios

I don’t often get the chance to chat with teachers outside my program using Emerging.  That’s about to change.  Next semester we’re hoping to have several guest bloggers talking about using the text and the challenges they face both with the text and in the classroom. [read more]

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Categories: Barclay Barrios
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Technology, Genre, and the Alleged Death of Blogging

posted: 5.24.11 by Traci Gardner

I am a Blogger.I am a blogger. I’ve made myself an official badge. I publish on several sites, writing a minimum of four original blog posts and scores of microblog updates each week. When someone argues that blogs are dead, I take it personally.

Last weekend, some of my colleagues discussed the death of blogging in a roundtable at the 2011 Computers and Writing conference. Though I could not attend the conference, some of the presenters posted materials online before the convention. I first read Bradley Dilger’s Blogging isn’t dead, but blog commenting is, which links to the posts by other participants. His post brought to mind a piece I wrote last fall, 6 Reasons Blogrolls Are Dying.

I agree with Bradley’s exploration of why fewer people comment. It can be easier to comment on Facebook than it is to comment on a blog. In the case of Bradley’s piece, I saw his post on Facebook before it popped up in Google Reader, so I commented first on Facebook, and then later on his blog. Cross-posting, as Bradley did with his post, reaches more people, but it dilutes the opportunities for discussion. Part of the discussion takes place on Facebook, while some is left as comments on the blog; participants may talk about the post on Twitter, and still more may discuss the post in e-mail messages on discussion lists. I’m with Bradley. Blog comments are dying out. [read more]

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Categories: Professional Conferences
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Money, Money, Money: Turning an Adjunct’s Skill Set into Potential Profit

posted: 12.3.09 by archived

The holidays are here, and the annual crush of spending, gifts, family, and celebrations have returned. While the holidays are a fantastic time to reconnect with loved ones, the cost of travel, food, presents, and unexpected expenses can ignite financial and emotional stress. For adjuncts, this time of year can stretch bank accounts and credit card limits. Since most adjuncts will be off for at least three or four weeks, many times without any unemployment coverage, the pressure can threaten the holiday spirit.

Rather than getting lost in the stress, I prefer to track down possible solutions. Over the past couple weeks I have been searching for additional income sources. I do not have the time to actually take another job, and I need to have flexible hours. Some weeks I have no spare time, and other weeks I have plenty. Unfortunately, few employers are interested in having a brand-new temporary employee with a varying schedule, but I am currently reviewing another potential solution: information marketing.

Yes, there are plenty of scams in the Internet marketing and information marketing business in which customers are tricked into paying good money for a product no more valuable than the next one. But frankly, the same thing can be said about brand-name sneakers, overpriced food, luxury cars, and designer clothing. People usually pay for things they believe have specific value, whether or not the world agrees in the estimation of worth.

I won’t try to sell you on information marketing for your own holiday purchases, but I believe it offers a viable option to adjuncts who need the extra income. First, most information marketing businesses are based upon the purchase of a Web site name and host, free blog software like WordPress, and the creation of digitally delivered products. There are few out-of-pocket costs beyond the $20 or so it costs to purchase a domain name and hosting service. Many information marketers author and deliver digital educational products in the form of audio downloads, video, and PDFs; others offer online virtual training, teleseminars, Webinars, and courses through a variety of interfaces.

The difficult part of information marketing, or of almost any Internet marketing, is the creation of a community and the development of an e-mail list of potential buyers and interested parties. Adjuncts have several strengths here. Most adjuncts are familiar with at least the most basic e-mail and blogging software, so this part is not new. Adjuncts also have well-developed research skills, and they know how to present that information to diverse audiences of learners. Finally, effective teachers create community and a shared sense of purpose and goals. These skills, all vital for the classroom, are invaluable assets in information marketing. It can be seen as another form of instruction, an alternative mode of teaching that delivers very specific information to a paying audience.

Naturally, large percentages of information products fail, and they fail for diverse reasons. I do not offer information marketing as a guaranteed solution to adjuncts’ financial troubles, but I do think that adjuncts’ skill base and the low cost for entry into the market provide a viable opportunity for those looking to expand their horizons. Even better, you can devote as much or as little time as you have to the project; you are, after all, your own boss and can determine your own hours.

During the holidays, when you are with the people you love, why not ask them what they like most about you? Why not ask them what they think you can offer to the world? Perhaps you’ll discover something new about yourself and your interests that will help you worry less between paychecks.

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Categories: Adjunct Advice, Gregory Zobel
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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?

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Categories: Teaching with Technology
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