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Enhancing Traditional Pedagogies with Technology
Alverno College
September 30, 2000
Panel: Enhancing Writing and Discussion through Technology
Presentation: Borrowing Back from Atwell et al.: Using Bulletin Boards in a Process-Portfolio-Network-Workshop-Lecture FYC Course
Angelo [email protected] Xavier University
Genesis of English 101-07?
Fall semester 1999 Clearwater Beach CCCC Winter
Workshop, 1998 Nancie Atwell-Kenneth Burke Linus Torvalds NCATE Love of tinkering in uncertainty
English 101-07
Syllabus
5 interrelated strands of current composition and teaching theory
Portfolio Class Networked Class Collaborative Learning/
Workshop Class Process Class Traditional Lecture-Discussion
I. Portfolio ClassA portfolio is a collection of documents that functions as a completed product of a project as well as a presentation of the process that led to that product. A portfolio gives a full view of all the diverse factors and components that go into the creation of a piece of writing, from its inception, through its initial drafts, to its editing and revision, peer responses, and so on. A portfolio is valuable to an outside onlooker attempting to someone’s work—but it is also valuable in helping a writer understand the growth processes involved in creating the portfolio.
Course Portfolio--or WebfolioYour major class project this semester is the creation of a course portfolio, which will be an inclusive compilation of all the writing you do for this class. This class, however, presents a twist—for your portfolio, rather than being printed on paper and inserted into a binder, will be entirely electronic—posted and stored at our class Web site.
II. Networked ClassJust about all of our class work will be shared with a network consisting of your classmates in this course. Some of the materials you post on the network (i.e., our class Web site) will be created during class time or while online at the site. Many materials, however (e.g., your papers) will be written while you are offline, typed into your word processor, and then uploaded to the site. The network environment will enable communication amongst classmates and access to class materials throughout the week. Each Tuesday of the semester we will meet in the computer lab (L-210) to work on the portfolio and course papers.
III. Collaborative Learning/Workshop Class
You will participate in a writing group—you plus four classmates—who will work together to discuss writing projects. You will post papers, perform peer critiques, conduct discussions of class readings, and generally collaborate to write and learn about your writing processes. Our Tuesday class session will be dedicated to individual/group work in the computer lab, L-210.
IV. Process Class
The “writing as process” movement began about 30 years ago among various scholars and teachers of writing, and it has brought about radical and widespread changes in the way writing is taught. Among other things, the movement has brought about widespread agreement that there is a big difference between a writing product and the writing process that results in the product.
Teachers began to realize that they taught writing by telling students what the qualities of a good writing “product” were (e.g., coherent, unified, well-developed, vivid, lively, detailed, etc.)—but they never really explained to student how to produce those qualities. So researchers began focusing on the processes that writers engaged in when good products were produced (processes like pre-writing and rewriting, conferring with others, reflecting, etc.) In this class there will be many opportunities (that’s a teacher’s word for “requirements”) for you to reflect on your own writing processes— specifically in a “process reflection paper” written in class the day each of the five major papers are due.
V. Traditional Lecture-Discussion Class
Each Thursday I will lead class in a discussion of writing topics, student papers, and group work This format of class should be pretty familiar to you, so I probably don’t need to say too much about it here.
Class Activities--Tuesday Routine
St. Martin’s Chapter Discussions
drafting process reflections Korrectnes Korner Technology Challenges Log Dialogues with group/chat
Class Activities--Thursday Routine
mini-lessons read-alouds discussions whole-group edits
Course Assignments
PortfolioSt. Martin’s PapersGroup Chapter DiscussionsAudience ReflectionsProcess ReflectionsTechnology Challenges LogKorrectness Korner Log
Electronic Portfolio
Your electronic portfolio will consist of all the major writing you do for this class: the five St. Martin’s papers, group chapter discussions, process reflections, audience reflections, the log of Technology Challenges, and the Korrectness Korner log/essay. You will use your student home page (at the course Web site) as a kind of “table of contents” that contains links to each of the portfolio components.
St. Martin’s PapersFive are required. These papers comprise the major “products” of the portfolio “process.” Each paper will be about 1000-1250 words in length (4-5 pages typed) and will be based on one of the chapters in Part One of the St. Martin’s Guide. Groups will be able to choose which paper project (i.e., chapter) they want to work on when, with the exception of the final paper, which, for all, will be a profile paper.
Group Chapter Discussions
On the first Tuesday of each paper project, groups will conduct an online discussion of the St. Martin’s chapter that provides guidance for the current paper project.
Audience Reflections
On the Tuesday before each of your final four papers is due, you will need to have your outside audience reaction paper posted at our Web site.
Process Reflections:
On the day papers are due, you will write an in-class reflection on the processes you employed to write your paper.
Technology Challenges Log
This log will be a classwide forum at which I expect you to participate, on average, at least once a week. This will be a place for you to ask questions, share victories, confess defeats, look forward to the next hurdle.
Technology Challenges Log
Obviously, technology is an important component of this course (as it will continue to be in life outside of school), and my premise for requiring this log in this class may be stated as follows: You’re not doing your job as a student in higher education if you’re not faced with a series of new challenges (almost on a daily basis) in any given semester.
Korrectness Korner
While it’s helpful to have a somewhat ironic attitude about an emphasis on correctness, it’s also crucial that you, as a student, improve your ability to write correct English. I think one way of doing this is for all of us to become teachers of one another.
I would like you to log in two types of correctness episodes: instances when someone pointed out an error you committed, and instances when you pointed out someone else’s error. In life, it’s often rude to point out to others their errors in correctness. But in a workshop, it’s an essential activity—provided it’s done with tact, and as only a small proportion of the overall feedback respondents give one another. We’ll discuss these issues at some length.
Omitted Slides
Required Book Details of Grading Policy Policies Attendance and Participation Remote Login Procedure Other Policies
Varieties of Online Composition Courses
Daedalus Connect.net CommonSpace Blackboard
vs. the simple beauty of. . . the bulletin board!
Web Addresses ofOnline CompositionSoftware Providers
http://www.daedalus.com/ http://www.wwnorton.com/connect/ http://www.sixthfloor.com
DaedalusConnectCommonSpace
Web Addresses ofPresentation Materials
http://english.sxu.edu/wcb/schools/SXU/efl/abonadon/7/
http://english.sxu.edu/bonadonna/lfcc/borrowing.ppt
English 101-07:
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