betajames

The illustrious organizers of WIDE-EMU stressed multiple times that Phase 2 submissions be before rather than on October 1, 2011, so I apologize for already being behind. In some of the proposals submitted so far, I noticed remixing, rephrasing, and revising of the initial guiding question, "What evidence do we have that teaching writing--especially in digital environments--works?" I'd like to do the same, somewhat piggybacking on/off Nate Kelber's question about the effectiveness of learning management systems. That is, what evidence do we have that teaching writing in a more open digital environment works? We have our ethical, moral, pedagogical, and technological positions about/against Blackboard and/or learning management systems in general, but which comes first: the digital environment or writing that works? And while it may be healthy and/or helpful to rage against Blackboard (I sure have), I want to engage others in a discussion that rises above vocalizing the wealth of problems we might have with even the very idea of an LMS.

The first full week of classes witnessed lots of writing for a variety of purposes. Blogging, tweeting, and more traditional writing were all in play, the latter in particular used for expressing areas of interest and relating personal histories of writing. Each form, though, acted as a precursor of discussion and a reminder of purpose. 

Both #111cr and #252ac are structured toward course goals and students' interests, toward university learning outcomes and our own more particular curiosities. I'm here to help students fulfill both, but I also want students to learn to look to each other. As the semester stretches out and we go along together, it is my hope that we will come to rely on each other, to keep our ears and eyes out for interesting items related to our relative areas of expectation and interest. This is but one of the many reasons for the varied forms of writing required and performed so far.

We write for ourselves, but we should also come to write for each other. A student's written work is important and deserves to be seen and recognized by others in the class and even beyond the boundary of the course. I know that I'm more interested in coming to know what students find and know to be important than whatever I might have to say to or write for them. 

This leads us toward discussion of both the past week and the week to come. In #111cr, students cut and revised their writing from 750 words to 140 characters. I not only wanted to know more about what they wanted to know (hence, a 750-word piece prompted by "What do you want to learn?"), but I also wanted to get them thinking about the different kinds of writing they do and why. That many were able to pare down their work and maintain meaning even in 140 characters or less leads me to think Twitter use might be sustained for the entire semester. 

Students in #111cr also received overviews of Microsoft Word and online resources related to citation styles via the first student-led facilitation of the semester. Two more such facilitations are scheduled for next week. In asking students to led a class session on something of importance to college-level writing, I seek to accomplish at least two things: (1) provide students the opportunity to more directly fulfill their own expectations about the course and (2) help students learn from one another. Again, this relates to what I wrote above about coming to rely on each other instead of just the instructor. 

There's already plenty of evidence of this in #252ac as I mediated students' discussion of their lives with writing and opinions on troublesome aspects of today's communication styles. It remains a bit jarring, though, how many took to raising their hands before speaking. Such an act is more polite than interrupting, but I'm unaccustomed to keeping track of whose hand was raised first. Many students still tried to make eye contact with me while they spoke, even though the rest of the class showed just as much interest in their words. 

Students in #252ac also continue their work with the Media Representations of Writing (MRW) assignment. This is most evident so far on their blogs and on Twitter, but that changes next week with the pecha kucha presentations scheduled for next week. Having students talk about their ideas and observations of how various media portray writers and writing gives us all a chance to learn what we think. Many appeared nervous as I talked about the pecha kucha style of presenting and later performed a live example. I trust that nervousness to dissipate with preparation. 

 

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If you happen to not be a student in either of these classes but would like to keep up with what we're doing, you can follow our Twitter activity here and here. 

Due to illness, I canceled the 9.12 sessions of English 111 College Rhetoric (#111cr) and English 252 Advanced Composition (#252ac). My third course, a team-taught Gen Ed offering on media literacy, continued without me thanks to the other instructor and our two student-peer facilitators. Sick as I was, I had some reservations about canceling class, but I ended up going ahead with it because I didn't want to risk infecting students. In a way, I guess I'd rather we all be behind together, which is most certainly what we are. 

While the 9.14 sessions of #111cr and #252ac were both illuminating and productive in their own ways, the list of things to do is longer than I'd like. Because we weren't able to air grievances and pose questions about course materials, Posterous, Twitter, and other aspects until 9.14, we remain in a kind of suspended animation. Watching the Twitter feed for each class, I can see students starting to grasp how to handle what I'm asking of them. This is great, of course, but I'm also frustrated as I should have been seeing this earlier in the week. However, there is no guarantee I would have seen it earlier in the week if I hadn't canceled the 9.12 sessions. If I hadn't canceled classes when I did, my illness may very well have forced the cancellation of the 9.14 sessions instead. 

When on a twice-a-week course schedule, canceling a session halves what might be accomplished. Still, I think the 9.14 sessions were good ones. I fielded queries about course materials, managed quick, helpful demonstrations of specific features of Posterous and Twitter*, and even introduced #252ac students to Media Representations of Writing. While I detect some reservations on the part of some students regarding course particulars, I'm optimistic. Both #111cr and #252ac appear full of bright, inquisitive minds willing to entertain my crazy ideas about blogging and tweeting in lieu of 4-5 more traditional pieces of written work.

As I pick up reflective writing about courses again, I want to continue concluding with student voices. In the weeks ahead, I'll be sharing snippets of blog entries and the like, but I want to offer here summary lists of their expectations for the next 14 weeks.

#111cr
Students want to learn how to write research papers, how to better organize their writing, and develop better reading skills. They want to write in-depth and figure out different and better styles of writing. They want to develop a greater vocabulary, acquire different perspectives, and get a grasp of proper grammar. They want to know how to cite sources, how to take good notes, and how to land good research. They want to craft solid thesis statements and smooth transitions and edit, edit, edit. They want to practice their speaking skills, engage in discussion, and have fun. They want to be better all-around writers. 

#252ac
Students want to learn the value of online communication and hone their skills in learning what to do and what not to do in writing. They want to develop better speaking skills in formal and informal settings and be presented with constructive challenges. They want to develop more confidence and motivation when it comes to writing, find gainful employment through their writing, and expand their vocabulary. They want to pass the class and/or earn an "A." They want to tweet, engage in professional writing, and figure out how to better construct stories. They want to find cures for writer's block. They want to learn a lot. 

In all of these expectations, I couldn't be happier to help.

 

*Thanks to all those who helped out tweeting hi and where they were from! 

In episode 20 of Aqua Teen Hunger Force, Master Shake receives the boxes of t-shirts he ordered to promote his superhero identity, the Drizzle. Upon seeing the jumbled mess of things on said t-shirts, he exclaims, "This is too busy. This is all too busy! By the time you read it, you're dead!"

I share this anecdote because it sums up my immediate reaction to Posterous Spaces. No longer a simple, effective blogging platform, Posterous is now a social network with more than a passing resemblance feature-wise to Google+. And it's all too busy, offering and, in some cases, doing more than I want.

If I was more of a digital nomad, I'd be packing up and looking for another oasis.

Course: ENG 252 - Advanced Composition (#252ac)
Semester: Fall 2011
Teacher/Guide: Dr. James Schirmer (@betajames)
Email: jschirm@umflint.edu
Office: 320D French Hall
Hours: Monday/Wednesday by appointment)

Writing Center: 559 French Hall
Writing Center Phone: 810.766.6602 (call ahead to make an appointment)
Writing Center Website: http://www.umflint.edu/departments/writingcenter/

Course Description:
As what constitutes composition (advanced or not) expands due to technological influence, the kinds of writing in which we engage also change. Everyday writing can often take on greater importance, informing other kinds of composition. This course endeavors to garner greater understanding and awareness of our past, present, and future practices of writing. The what and why of writing is as of much focus here as the how.

Course Objectives:
Upon completion of this course, you will have:

• Read self-selected texts in preparation for advancing notions of writing
• Developed a broader understanding of what signifies as composition
• Practiced the application of said understanding through evaluative and reflective writing
• Prepared one or more substantial compositions for peer/public viewing 

Required Texts:
All texts will be available online or provided via email.

Course Contributions: 
The grading contract outlines many parameters for the course, but not all. Below is more information about unique contributions to be made to the course by all students.

Presence: I expect you to come to class on time, prepared, having completed the assigned reading and writing, and ready to contribute thoughts to class discussions, to listen with attentive respect to the thoughts of your peers, and to participate in all in-class group work.  I strongly urge you to attend every class, as most of the work done in class is necessary for successful completion of the course.

Posterous: Contrary to assumptions about writing, authorship is more of a collective process than an individual endeavor. To better illustrate this, you are required to create and maintain a Posterous blog for the duration of the course. Particular requirements for blogging are as follows: 

• Blog entries of 400-600 words are due twice a week by session start.
• Blog comments of 40-60 words are due thrice a week by 5pm every Friday.

Further guidelines are provided here.

Twitter: To create and sustain further conversation this semester, all students are required to maintain active presence on Twitter for a minimum of four weeks. One post (or tweet) per day is required, but there is freedom regarding content. Students are welcome to post original thoughts, "retweet" classmates' updates, @ (reply to) classmates' updates, and share course-relevant links with the course hashtag. Posts unrelated to course content are okay, but these will not count toward the requirement. I am very active on Twitter, so I encourage all students to check my profile (as well as those I follow) for potential models of engagement. Further guidelines are provided here. 

Sequences: For particular course themes, there are some longer assignments. These provide opportunities for not only greater attention and focus but also practice and preparation for later projects and beyond. They are as follows: 

 

• Personal writing history 
  Reflecting on our relationships with writing can help us understand how and why we write and, by extension, how our own writing strategies are similar to and different from those around us. By putting such reflection into the form of an autobiography, we have a chance to get to know each other better in a unique way.
• Media representations of writing 
  Given that what constitutes composition/writing expands, (in)accurate portrayals of composers and the act of composing persist. While some might offer evidence of future ways, others suggest more traditional methods. How various and sundry media present and represent composers and composing can often have as much influence on our thinking as what, where, and when we write. 
• Distraction-free writing 
  Given the relative wealth of “distraction-free” writing programs available online, each purports to be unique in promising to deliver the same, basic thing: increased focus on the task at hand. Both the programs themselves and their descriptive pitches enable and frame the act, purpose, and value of writing in different ways. Some are very process-oriented; others are more expressive. Many exhibit stark, monochromatic styles, harkening back to simpler times. So, let’s see if any of these programs fulfill their promises.
• Writing studies project
  You have the choice of putting together a critical or a creative piece for a semester-end project. This will involve several project drafts throughout the final quarter of the semester. Critical projects must be at least 2400 words; creative projects will need to be significant digital documents (produced for this class alone) accompanied by process notes that help contextualize the work.  

 

Class Facilitation: Student groups are responsible for facilitating class once during the semester. It should last 60 minutes with each group providing readings for the rest of the class prior to the facilitation. Student groups will meet with me at least one week prior to their facilitation to finalize readings and discuss approaches. 

Facilitation readings should be given to the instructor in time to allow for copies to be made (or files to be uploaded). Facilitation readings should be relevant to and provide insight on some aspect of the course. 

A facilitation can take whatever format is comfortable for the student group presenting (discussion questions, in-class activities, online activities, etc.). The introduction and subsequent discussion of topics for facilitation will be based on students' interests and finalized as a class. 

On Technology Usage:
Because the core of this class involves how technology changes writing as well as our sense of self and culture, we will engage a range of computer tools and web-based applications. No prior skill is needed, however, only a willingness to engage and learn. I am more than willing to take extra time; all you need to do is ask.

The tools we will be using in and outside of class are web-based, so you will not need any special software. I do, however, have some recommendations (not requirements) that I will provide at the appropriate intervals. Furthermore, you should have an email address that you check regularly for this class. While I prefer to contact students via university email, I am open to other email addresses.

While technology makes life easier, it can also be difficult (computer crashes, deleted work, unavailable Internet connections, etc.). So, plan accordingly. "The computer ate my homework" or "the Internet was down" are not reasons to forgo the work assigned. It is in your best interest to leave extra time, especially in the first few weeks, to ensure that technology does not get in the way of your coursework.

How to Reach Me:
The best way to reach me though is by email, but you can find me on Twitter. I am online almost every day. If you email or @ me and do not receive a response within 24 hours, please feel free to email or @ me again (as I might not have received your first message) and give me a reminder. I promise not to consider this harassment.

If you are more comfortable with face-to-face communication, let me know and we can set up an appointment.

Final Note:
Should any aspect of class confuse/concern/trouble you, don't hesitate to contact me.

All due dates are tentative. Regular blogging is due every week unless specificed otherwise.

 

Week 1 - Expectations & Introductions
9.7

Week 2 - Justifications & Questions
9.12
Read: "Everyday Writing," "Internet-Age Writing Syllabus" & Stanford Study of Writing
Write: Personal writing history 

9.14 - Our Lives With Writing
Read: "Blogging essential for a good career," "On Blogging and Becoming A Better Writer," "In Defense of Twitter," "Twitter, Flickr, Facebook Make Blogs Look So 2004" & "There's an art to writing on Facebook or Twitter"
Introduction: Media representations of writing (MRW)

Week 3 - Our Lives With Writing
9.19 
Read: "We Are All Writers Now," "Traditional Writing Skills Don't Work on the Web" & "Words for Print VS Words for Web"
Watch: TBD by students

9.21 
Watch: TBD by students
Write: MRW

Week 4 - MRW
9.26 
Pecha Kucha
Paul F., Corynn, Bob, Nicole, Alyssa, Kayla, Andrew
Write: MRW
9.28 
Pecha Kucha
Philip, Ashlee, Alex, Justin, Kurtis, Jenna, Alex L.
Write: MRW

Week 5 - MRW / Facilitations
10.3
Pecha Kucha
Kara, Adam, Kendra, Amanda, Amber, Melissa, Ben, Cody G. 
Write: MRW

10.5
Read: TBD
Student group: Paul F., Nicole V., Justin M., Kara B., Alyssa W.  

Week 6 - Facilitations / Twitter
10.10
Read: TBD
Student group: Alex L., Cody G., Adam C., Amber C. 

10.12
Write: Evaluation of & reflection on Twitter  

Week 7 - Facilitations
10.17
Read: TBD
Student group: Alex C., Manda O., Andrew R., Kendra B.

10.19
Read: TBD
Student group: Benjamin C., Melissa C., Kayla D., Corynn B., Phil H.

Week 8 - Facilitations / Distraction-free Writing (DFW)
10.24
Read: TBD 
Student group: Kurtis B., Bob H., Jenna F., Ashlee C. 

10.26
Read: “Growing Up Digital, Wired For Distraction," “Attention Versus Distraction? What That Big NY Times Story Leaves Out" &“Goodbye, cruel Word” 

Week 9 - DFW

10.31
Write: DFW

Read: “FocusWriter And Why I Now Despise Despise WriteRoom” , “Introducing u” 

11.2
Read: “Writing in the Age of Distraction,” “Better Than Renting Out A Windowless Room,” “Like Hammers," 
Write: DFW

Week 10 - Writing studies project (WSP)
11.7
Conferences

2PM - Nicole V.
215PM - Bob H.
230PM - Corynn B.
245PM - Benjamin C.
3PM - Alex C.
315PM - Amanda O.
330PM - Adam C.
345PM - Cody G.
4PM - Phil H. 
415PM - Kayla D.
430PM
445PM
5PM 

11.9 
Conferences
2PM - Melissa C.
215PM - Alyssa W.
230PM - Paul F. 
245PM - Kara B.
3PM - Jenna F.
315PM - Ashlee C.
330PM - Kurt B.
345PM - Amber C. 
4PM - 
415PM - Justin M.
430PM
445PM - Kendra B.
5PM - Alexandra L.

Week 11 - WSP
11.14
Pecha Kucha 
11.16
Pecha Kucha

Week 12 - WSP
11.21
Write: 1^st draft
11.23
Write: 1^st draft

Week 13 - WSP
11.28
Write: 2^nd draft
11.30
Write: 2^nd draft

Week 14 - Reflections
12.5 
Write: Self-reflective essay 
12.7
Write: revisions

Week 15 - Exam Week
Conferences 

Given the relative wealth of “distraction-free” writing programs available online, each purports to be unique in promising to deliver the same, basic thing: increased focus on the task at hand. Both the programs themselves and their descriptive pitches enable and frame the act, purpose, and value of writing in different ways. Some are very process-oriented; others are more expressive. Many exhibit stark, monochromatic styles, harkening back to simpler times. 

In other words, certain programs invite certain kinds of writers. For instance, Writer for iPad implies concern about "destroying the voice and the organic structure of our original thought." Meanwhile, Ommwriter "believes in making writing a pleasure once again, vindicating the close relationship between writer and paper." Furthermore, WriteRoom "gets your computer out of the way so that you can focus on your work." These programs are pitched and presented more as environments than tools. They are more spaces for us to write from/within and less instruments facilitating the writing process, if it is a process at all.

So, let’s see if any of these programs fulfill their promises. Many are available for free or at minimal cost, so I encourage you to download a couple of the following:

• FocusWriter (Linux/Mac/Windows)
• JDarkroom (Linux/Mac/Windows)
• Marave (Linux)
• Ommwriter (Mac/Windows)
• Q10 (Windows)
• iAWriter (Mac/iPad)
• Writer (internet browser-based)

For the more adventurous among us:

• WriteOrDie (internet browser-based)
• Grandview (Mac)
• Typewriter (Linux/Mac/Windows)
• Momentum Writer (Windows) 

To better focus our discussion of and thoughts on distraction-free writing, I'd like for us to complete the following:

Part 1: Experience (blog, Monday, 10.31.11). Describe what it's like to write from/within the space of a distraction-free writing tool. Boot up one of the distraction-free writing tools listed above and write from and of the experience. Is this familiar? Is it foreign? Is it nostalgic? Even romantic? Furthermore, what kind(s) of writing or writer(s) does this tool invite and/or discourage? How does writing via this tool compare to your standard word processor? Think stream-of-consciousness. Whatever form this experiential writing exercise takes is fine, but it should be substantial. Be sure to post it by 2:30PM, Monday, 10.31.11. 

Part 2: Application (blog, Wednesday, 11.2.11). Write something else, something more specific within the space of a distraction-free writing tool. Boot up one of the distraction-free writing tools listed above and write about a course-related issue or topic. This can be a creative or a critical piece of writing, but do begin and complete it using one of the distraction-free writing tools listed above. Be sure to post it by 2:30PM, Wednesday, 11.2.11.

Reflecting on our relationships with writing can help us understand how and why we write and, by extension, how our own writing strategies are similar to and different from those around us. By putting such reflection into the form of an autobiography, we have a chance to get to know each other better in a unique way.

So, compose a piece of at least 750 words detailing your life of/with writing. The approach you take is rather open-ended. The main focus should be on your relationship with writing, but you can take a chronological perspective, share a series of anecdotes about writing, and/or note particular progress in your ability and understanding of writing. If you have any questions about this, don’t hesitate to contact me. I’d be happy to discuss approaches/ideas.

• What early experiences with writing devices or artifacts can you recall? What do you remember about your earliest writing(s)?
• Who do you identify as being most literate person in your life? What makes that person's relationship with writing so special; that is, what behaviors or characteristics does he or she exhibit? What have you learned from him or her?
• Do you think there are social consequences or potential impacts on your lifestyle that depend on your writing capabilities? What might these social consequences or potential impacts be?
• What will it mean to be a writer in the near future?
• What's on your desk at home and/or office at work? What writing devices are you carrying now? What's on your writing “wish list?”
• What writing technologies do you own or know about that would be of benefit to your classmates?
• How do you learn new writing technologies? What process do you go through? Is it hard, fun, easy, traumatic, boring, annoying, or some combination?

Be sure to post it to your blog by the start of our 9.12 session.

 

In the past, I’ve been close to clarifying my vitriol about Blackboard and CMS/LMS in general. Reservations have kept me from doing so, though. I’ve had doubts about whether or not I dislike Blackboard for what it is, if maybe my frustrations had to do with broader concerns about higher education, if perhaps my operating methods and preferences were just different. I’ve wondered if I just needed to be more patient, more willing to discover how this CMS/LMS organizes and values the efforts of students and teachers alike.

Pushing up against those doubts are my recollections of past experiences with Blackboard. Having to comply with it this fall semester has only brought back all my prior frustrations. Atrocious loading times, a convoluted submission system, scrolling-heavy forums, and the requisite number of OKs for any given action collectively cause a rage within me to go from boiling to white-hot.

The option to download students’ submitted work in a single .zip file becomes just another obstacle as unzipped files have extensions removed and names that make finding certain documents impossible. The persistent disconnect between different screens regarding graded and ungraded work is an additional problem. I could keep better track of such course aspects with a notebook and pencil. 

At the 7:38 mark of the above video, Douglas Rushkoff talks about Blackboard from two perspectives. From the student/teacher perspective, Blackboard is a terrible piece of software. However, from the programmer’s perspective, Blackboard is brilliant because it decreases user agency and increases user dependency. According to Rushkoff, Blackboard was “written for the Blackboard company to dominate education in a particular way.” In other words, students and teachers don’t use Blackboard so much as they have to figure out how to comply with it. 

While I agree with Rushkoff, I no longer think of Blackboard as software. Instead, I think of Blackboard as “institutionware.” For as much as Blackboard is about preserving itself as the top CMS/LMS option, it is also about preserving the traditional aspects of higher education. It is about keeping the ivory tower closed off from the rest of society. It is about grades and instructor control. It is about stifling creativity and minimizing opportunities for students to create fuller identities. Even more recent ‘features’ are about containment, keeping within the overall system. These are particularly frustrating as they often mark the introduction of new environments and tools for learning that only serve lectures and exams.

It pains me that many of the faults of Blackboard are also the faults of higher education, but I want to believe that raging against the machine isn’t a fruitless endeavor, that higher education can be salvaged from the CMS/LMS wreckage.