I knew I was excited to start this project and I anticipated enjoying the blog as a place to discuss ideas. What I didn't antipate was just how much I would like using the blog as a tool in the process. I find myself often checking the blog to see if you have posted new information. (Side note: I find myself torn between addressing you as "you" or "Sabatino." However, I have decided that I agree with your assessment that you are my primary audience, and therefore my communications should be personal and directed to you). As I research, I find myself much more excited to find new sources of information than usual because I know I can post them to share and discuss. I also find that I am much more focused because I know that you are depending on me to hold up my end of the bargain. I find that I anxiously anticipate finding a new post from you to learn a new snippet of information about the topic or to see what good stuff you had found or to contemplate new ideas you have.
I find myself questioning how this process would feel for my developmental level students. Would they be as eager to see their partners reactions to their posts? Would they find themselves more motivated to complete their work because they have an active writing partner? Or would they find themselves frustrated? While we are very excited about the project and topic at hand, can we really instill this excitement for them if they are already stressed out about the writing process? Would having a place for informal communication help them practice writing in volume and therefore get more comfortable with writing?
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I find myself checking the blog with much anticipation as well. It has joined my ritual of checking my email when I first wake in the morning (I opted to post later today because I wanted to get to the farmer's market...if you can call it that with its five tables and minimal produce). And I hit the gym...so I am feeling good.
Our students? I do understand that blogging might also lend a certain level of complexity to the writing process--but I think the breadth of options blogging brings to the arena of creating and crafting ideas is well...almost limitless. For instance, I was thinking about creating a concept map to post on the blog and then we can revise it along the process. And the concept map could be linked to Web sites that document and further explore the theories we are linking together.
Ultimately, I think our students would value blogging because it lends more dimension to their writing. Through blogging, our students' writing could be transformed from type on Word document or a (static) printed piece of paper for a teacher to read--it's an interactive, almost living, breathing thing. With a blog's capacity for revision and comments from us as well as other readers, I sort of view this technology as a third partner in our writing process and research project--a partner that is connecting itself to us, connecting our work together, and connecting all of us to our research paper. Because you're correct when you say this blog has created a level of energy between us that likely wouldn't have existed otherwise. Plus, the blog keeps us organized, productive, challenges the ways we view the process of writing, inspires us to think of creative ways to incorporate the blog into our writing...our lives. So I guess I do have a roommate in my one-bedroom apartment. Don't tell the property manager. Or my wife.
I enjoy the idea of thinking of the blog as another parnter in the writing process. I think you are absolutely correct that it has added a new dimension and encouraged us to connect, rethink ideas, and improve our project as we move forward.
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