Posts Tagged ‘internet’

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Tools for Faking Social Media

posted: 4.14.15 by Traci Gardner

Students in the writing and digital media course that I teach have started work on their final project, the “remix a story” project that I have mentioned in previous posts. For this project, students choose a story (fiction or nonfiction) and retell that story using digital composing tools. The goal is to get beyond primarily linguistic stories to create stories that engage multiple modes of communication fully.

Many students will include social media as part of their remix. I have had projects that included things such as Twitter updates from Little Red Riding Hood and Facebook updates from characters in The Little Mermaid. As creative and fun as these projects are, they bring challenges [read more]

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Categories: Activity Idea, Digital Writing, Teaching with Technology, Traci Gardner
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Is Collaboration the New Normal?

posted: 11.20.14 by Andrea Lunsford

For thirty-plus years now, Lisa Ede and I (and others) have been resisting the notion that writing is a solo activity, rather insisting that writing is essentially collaborative, even when a writer is sitting alone staring at a screen or paper. Opposition to this notion was fierce, and nowhere more so than in the humanities where the image of the solitary writer struggling to create something new under the sun was held sacrosanct. Collaboration was suspect, sure to be “watered down” or “not real writing.” [read more]

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Categories: Andrea Lunsford, Digital Writing
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Oh, What a Tangled Web!

posted: 11.14.14 by Donna Winchell

I don’t share a lot of articles on Facebook. In fact, I share more cat and dog videos, usually in private messages to family members. When I ran across a posting of some remarks made by Ben Stein about the term “Holiday Trees” versus “Christmas Trees,” though, I thought it made some good points and naively shared it. One friend had already complained about how limiting Stein’s view of prayer is when I took the time to read some of the many comments that have been posted in response to the piece. I still think the article can be used to discuss argumentation, but I also discovered how much it has to offer as a means of teaching the dangers of trusting what you read on the Internet. [read more]

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What are the differences between speaking and writing?

posted: 11.6.14 by Andrea Lunsford

I can still remember where I was when I opened my copy of College Composition and Communication (the May 1977 issue) and turned to Janet Emig’s “Writing as a Mode of Learning.” I had recently submitted my dissertation and was in that grad student’s limbo, waking every morning with the panicky thought that “I’ve GOT to finish my dissertation” only to realize that I had, indeed, done so, and preparing to move from the university that had been my home for five years to a new and scary “first Ph.D. job” in Vancouver, Canada.  I was sitting on the floor in my tiny bedroom in Columbus, Ohio, where I had written a lot of the dissertation, and I’d taken a break from sorting through stacks of sources and files to read the new CCC. [read more]

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A List of Ten Inspired by Literary Starbucks

posted: 10.28.14 by Traci Gardner

Earlier this month, a colleague shared the image on the right on her Facebook news feed. A few seconds of searching on Google led me to the origin, the Literary Starbucks Tumblr blog.

The idea is simple: the site, which is just over a month old, publishes descriptions of the Starbucks’ orders for various authors and characters. Some of the posts are descriptive, like that for George R.R. Martin on the right. Some include snippets of overheard dialogue between the barista and the customer, like the orders for Frodo or Isaac Asimov. Others mimic the verse of the author, like the orders for Dr. Seuss and for Langston Hughes (one of my favorites).

Not only is the site fun to read, but Literary Starbucks could also inspire some interesting student work. Students have to get inside the author’s or character’s head, think about her decisions, and then show what would happen in a style that mimics the original. It’s the kind of activity that requires a strong understanding of the original text. [read more]

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Snapchat Mashups

posted: 10.14.14 by Traci Gardner

I love “28 Snapchats From Harry Potter.” The BuzzFeed article compiles Snapchat-like images that mashup images from the Harry Potter movies with pop culture comments and puns, like the “Snapechat” image on the right.

Much like the Pinterest activities I shared two weeks ago, these Snapchat mashups would work as inspiration for the multimodal remix assignment students work on in the Writing and Digital Media course that I teach. [read more]

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Pinterest Logistics

posted: 10.7.14 by Traci Gardner


My last post included Ten Pinterest Assignments. This week, I’m sharing some details on the logistics of the activity and to respond to some questions in the comments from last week. [read more]

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Ten Pinterest Assignments

posted: 9.30.14 by Traci Gardner

The final project in the Writing and Digital Media course that I taught last spring and am teaching again this term is to remix a story in ways that get beyond the linguistic mode of communication to capitalize on the possibilities that digital media afford storytellers.

Since students will spend over a month on the project, I want them to work on a topic that piques their interests. They can use any story, fiction or nonfiction, so long as their finished project goes beyond relying primarily on words to include at least three modes of communication as it rethinks the original story in some way. [read more]

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Language "Decline"

posted: 7.15.14 by Steve Bernhardt

After teaching English for 40 years, I’ve grown accustomed to the predictable responses I get when I meet someone and reveal my occupation. Many say “Oh, I better watch my grammar,” while others say “That was never my best subject.” Increasingly, the response I am getting goes something like this: “Isn’t it something the way students have lost the ability to write a decent sentence? They do so much texting and tweeting that all they know how to do is write shorthand messages, full of internet slang and acronyms.” I get this response from people outside the academy, but also from instructors in other disciplines. [read more]

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Free Poetry Culture: Academic Edition

posted: 3.15.10 by archived

The Internet has exponentially expanded the lifetime learning opportunities for the educationally curious. Between podcasts, blogs, vlogs, online magazines and newspapers, even the most ravenous consumer of free culture would be overwhelmed.

Perhaps the most interesting development in free online culture is the advent of course materials—from lecture notes to full videos of lectures—from classes at top universities. Much of this material is collected online at the Open Courseware Consortium, where those eager for some mental exercise can check out the offerings from universities like MIT, Berkeley, Notre Dame, and Michigan.

Maybe the most interesting for readers of Teaching Poetry is Yale Open Courses which features no less than three full courses—these are real Yale courses, every lecture available for home viewing—devoted to poetry. Langdon Hammer’s course “Modern Poetry” is a nice way to get up to speed on poetry in the English world since 1900. It covers all of the greats: Frost, Yeats, Eliot, Crane, Hughes, Williams, Moore, Stevens, Auden, and Bishop.

Those interested in going in the other direction won’t be disappointed either. The English Department features an overview course on Milton taught by John Rogers. And Italian Language and Literature features “Dante in Translation” with Giuseppe Mazzotta, which covers the Divine Comedy.

In a different vein, anyone inclined to apply systematic analysis of poetry or literature of any kind, has a treat in store with Paul Fry’s course “Introduction to the Theory of Literature.” Fry’s course is a clear, comprehensive introduction to literary theory which runs the gamut of twentieth century thought from Russian formalism to neo-pragmatism. The course is mostly taught from Bedford’s own The Critical Tradition and is great for anyone interested in figuring out what academics are doing when they use incomprehensible language.

Happy learning!

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Andrew Flynn is an editorial assistant at Bedford/St. Martin’s. He graduated from Columbia in 2008, with a BA in history and philosophy. Before coming to Bedford he interned at the Paris Review.

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Categories: Joelle Hann (moderator), Literature
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