Yeay - it is submitted.
Hope you like the title:
"Will You Blog With Me? Collaboration Adds New Interest, Insight, and Understanding to Writing Projects"
Isn't that the truth?
Wednesday, April 15, 2009
Monday, April 13, 2009
Update to Abstract to Work on
*I added some of the elements discussed in the comments, keep changing :)
This essay will combine narrative elements with research data. It will incorporate screenshots of a collaborative writing project conducted for a doctoral class. We incorporate these examples to help tell the story of our project, as well as help first-year students understand that collaborative writing can be fun and beneficial. We begin the essay by situating ourselves as doctoral students who also teach first-year writing courses. Next, we discuss our rationale for choosing to create and use a blog as part of our writing process. Then, we provide a first-person story about our experiences with what we are calling process-blogging. We conclude the piece with practical advice directed to first-year students who choose to use a blog to write collaboratively.
With over six years' experience as first-year writing teachers, we see how our students grow frustrated with the conventions of standard academic discourse -- much in the same manner we felt the frustrations of acquiring fluency in doctoral-level discourse. As we attempted to cross the border from the familiar academic setting of our past into the unfamiliar setting of doctoral coursework, we felt a stronger connection to our first-year writer students. Because our pedagogies include collaborative and multimodal composing, and because many of our students already engage in networked writing, we decided to collaborate on a research project via a blog to see if this approach to composing facilitated our ways of negotiating space within academia. Further, we wanted to explore if this negotiation could be transferred to the writing practices of our first-year writing students. As such, we modeled the writing process our first-year writing students are likely to use as they compose academic texts. The data provided in this essay represents this process, including our voices as students and as teacher-scholars, which will be demonstrated through our stories and through snapshots of the blog. Ultimately, our findings suggest first-year writing students can use a blog in ways that allow them to explore
1. The relevance and usefulness of collaborative writing, including a discussion of the necessity of being able to write together within academia and the workforce
2. The personal/academic, private/public implications of collaborative writing
3. The processes condusive to writing collaboratively with an emphasis on the ways a blog can provide a platform for dialogic, integrated composing practices
4. The potential benefits and conflicts of using a blog when writing collaboratively
This essay will combine narrative elements with research data. It will incorporate screenshots of a collaborative writing project conducted for a doctoral class. We incorporate these examples to help tell the story of our project, as well as help first-year students understand that collaborative writing can be fun and beneficial. We begin the essay by situating ourselves as doctoral students who also teach first-year writing courses. Next, we discuss our rationale for choosing to create and use a blog as part of our writing process. Then, we provide a first-person story about our experiences with what we are calling process-blogging. We conclude the piece with practical advice directed to first-year students who choose to use a blog to write collaboratively.
With over six years' experience as first-year writing teachers, we see how our students grow frustrated with the conventions of standard academic discourse -- much in the same manner we felt the frustrations of acquiring fluency in doctoral-level discourse. As we attempted to cross the border from the familiar academic setting of our past into the unfamiliar setting of doctoral coursework, we felt a stronger connection to our first-year writer students. Because our pedagogies include collaborative and multimodal composing, and because many of our students already engage in networked writing, we decided to collaborate on a research project via a blog to see if this approach to composing facilitated our ways of negotiating space within academia. Further, we wanted to explore if this negotiation could be transferred to the writing practices of our first-year writing students. As such, we modeled the writing process our first-year writing students are likely to use as they compose academic texts. The data provided in this essay represents this process, including our voices as students and as teacher-scholars, which will be demonstrated through our stories and through snapshots of the blog. Ultimately, our findings suggest first-year writing students can use a blog in ways that allow them to explore
1. The relevance and usefulness of collaborative writing, including a discussion of the necessity of being able to write together within academia and the workforce
2. The personal/academic, private/public implications of collaborative writing
3. The processes condusive to writing collaboratively with an emphasis on the ways a blog can provide a platform for dialogic, integrated composing practices
4. The potential benefits and conflicts of using a blog when writing collaboratively
Tuesday, April 7, 2009
Computers & Writing
Do we need to work on revisions to our paper for C&W or do we just need to revisit our powerpoint presentation to see if we need to make any changes. Do we know how much time we have to determine if we need to take out any content or reframe? Maybe you can ask Dr. Pagnucci for some details!
Sunday, April 5, 2009
Thoughts to consider
I've been thinking a lot about the approach to this proposal. It keeps floating in my mind WHAT would an undergrad want to read about collaborative writing. The experience, proof that it works, what is does...etc etc. Should we focus on what we did, or how it made us feel? Or both? Should we "tell a story" or should we showcase our work? I get the feeling that a narrative would encourage students to see how this type of technological/collaborative writing is something they are already doing - on myspace/facebook/twitter/texting/etc. How can we connect those experiences with our own experience and our teaching about collaborative writing?
Wednesday, April 1, 2009
Exploration of an Abstract
Proposal Guidelines
Each proposal will be a 300-400 word abstract that clearly states the focus and purpose of the essay and briefly outlines the working structure of the piece. Furthermore, abstracts should indicate whether or not and how student voices and/or visuals will be included.
Discussion Points in our Abstract
Here are the moves I think we gotta make in this piece:
1) Situate WHO we are as teachers and students
2) Explain WHY we chose to conduct this type of research assignment
a) Why did we collaborate
b) Why did we choose a blog
c) Why did we model process writing as opposed to other approaches
3) Reveal WHAT questions we hoped to address through our research
4) Explore the implications of our research as it relates to the ways students can make sense and make use of our experiences with collaborative/mulitmodal process writing.
Our Abstract
This is an ugly draft. But it's a starting point.
We are doctoral candidates who have over six years' experience as first-year writing teachers. As teachers, we see how first-year writing students grow frustrated with the conventions of standard academic discourse—much in the same manner we felt the frustrations of learning new terminology, understanding the expectations and benefits, and navigating the terrain of doctoral-level discourse. As we attempted to cross the border from the familiar academic setting of our past into the unfamiliar setting of doctoral coursework, we felt a stronger connection to our first-year writer students. Because our pedagogies include collaborative and multimodal composing--and because our students already engage in networked writing--we decided to collaborate on a research project via a blog to see if this approach to composing facilitated our ways of negotiating space within academia--and if this negotiation could be transferable to our first-year writing students. In addition, we modeled the writing process our first-year writing students are likely to use as they compose academic texts. The data provided in this chapter represents this process, including our voices as students and as teacher-scholars (will we provided snapshots of the blog?)Ultimately, our findings suggest first-year writing students can use a blog in ways that allow them to explore:
1. Benefits of collaborative writing
2. WHY would you write collaboratively - connect to workforce
3. What can come out of writing collaboratively
4. How do you write collaboratively.
5. Benefits of using technology when writing collaboratively
Each proposal will be a 300-400 word abstract that clearly states the focus and purpose of the essay and briefly outlines the working structure of the piece. Furthermore, abstracts should indicate whether or not and how student voices and/or visuals will be included.
Discussion Points in our Abstract
Here are the moves I think we gotta make in this piece:
1) Situate WHO we are as teachers and students
2) Explain WHY we chose to conduct this type of research assignment
a) Why did we collaborate
b) Why did we choose a blog
c) Why did we model process writing as opposed to other approaches
3) Reveal WHAT questions we hoped to address through our research
4) Explore the implications of our research as it relates to the ways students can make sense and make use of our experiences with collaborative/mulitmodal process writing.
Our Abstract
This is an ugly draft. But it's a starting point.
We are doctoral candidates who have over six years' experience as first-year writing teachers. As teachers, we see how first-year writing students grow frustrated with the conventions of standard academic discourse—much in the same manner we felt the frustrations of learning new terminology, understanding the expectations and benefits, and navigating the terrain of doctoral-level discourse. As we attempted to cross the border from the familiar academic setting of our past into the unfamiliar setting of doctoral coursework, we felt a stronger connection to our first-year writer students. Because our pedagogies include collaborative and multimodal composing--and because our students already engage in networked writing--we decided to collaborate on a research project via a blog to see if this approach to composing facilitated our ways of negotiating space within academia--and if this negotiation could be transferable to our first-year writing students. In addition, we modeled the writing process our first-year writing students are likely to use as they compose academic texts. The data provided in this chapter represents this process, including our voices as students and as teacher-scholars (will we provided snapshots of the blog?)Ultimately, our findings suggest first-year writing students can use a blog in ways that allow them to explore:
1. Benefits of collaborative writing
2. WHY would you write collaboratively - connect to workforce
3. What can come out of writing collaboratively
4. How do you write collaboratively.
5. Benefits of using technology when writing collaboratively
Getting Down to Business
http://writingspaces.org/authors/cfps
So, we need to actually start writing, which is always the hardest part about writing, lol! The deadline is closer than I anticipated, but I think we have plenty done to get this in shape.
I think we have discussed some good ideas, and our proposal could touch on several things. Some ideas:
1. Benefits of collaborative writing
2. WHY would you write collaboratively - connect to workforce
3. What can come out of writing collaboratively
4. How do you write collaboratively.
5. Benefits of using technology when writing collaboratively
We can include some of the research we have already done, and the student voice could be our own perspective as students, coupled with our experience as instructors.
So, we need to actually start writing, which is always the hardest part about writing, lol! The deadline is closer than I anticipated, but I think we have plenty done to get this in shape.
I think we have discussed some good ideas, and our proposal could touch on several things. Some ideas:
1. Benefits of collaborative writing
2. WHY would you write collaboratively - connect to workforce
3. What can come out of writing collaboratively
4. How do you write collaboratively.
5. Benefits of using technology when writing collaboratively
We can include some of the research we have already done, and the student voice could be our own perspective as students, coupled with our experience as instructors.
Friday, March 6, 2009
Repsonding to Process (Again)
We could argue that this type of blog can help students negotiate some of the rigid structure of process writing (it can get that way when handled in a prescriptive manner)because of the collaborative, fluid, dynamic nature of blogging. Ya know? In that way, blogging can meld process with post-process. We don't have to go into post-process at all, but maybe we can say blogging provides more fluidity to process writing, which makes writing more open to personal and collaborative writing and meaning making.
OK...I don't know if I am even making sense here. Guess I am excited to be back at the blog and talking about this project again. I hope it makes sense.
OK...I don't know if I am even making sense here. Guess I am excited to be back at the blog and talking about this project again. I hope it makes sense.
Considering Post-Process
I think we should mention that we chose process writing because most first-year classes are modeled after that approach. Then we can acknowledge the influence of post-process and say that we are not necessarily favoring one over the other. In fact, remember Matsuda says that the distinction between the two is a myth because elements of "both" have been around for many years and the two influence each other.
Pieces of the Big Puzzle for the Small Abstract
I just picked out some sections from the paper that contain ideas we could use in the abstract. Just a starting point...
Through our discussions concerning the design and possible implications of this research, we began to see similarities between our basic skills students and ourselves—namely their anxiety in trying to get a foothold in the sometimes uncomfortable community of academic discourse. Basic skills students grow frustrated with the conventions and terminology of standard academic discourse—much in the same manner we felt the frustrations of learning new terminology, understanding the expectations and benefits, and navigating the terrain of doctoral-level discourse. As we attempted to cross the border from the familiar academic setting of our past into the unfamiliar setting of doctoral coursework, we felt a stronger connection to our basic skills writers. Thus, in order to best model our students’ basic writing experiences, we created a blog to influence, as well as reflect the research and writing process we engaged in as students. The data included in this paper represents this process. Our rationale for this method of research is tied into our beliefs that first-hand experience is the most appropriate manner to study the influences blogging has on the writing process because “...a blog is only as good or as useful as the blogger who builds it...If teachers incorporate blogging in the curriculum without blogging themselves, as some do, then the blog is a miserable add-on” (Penrod, 2007, p. 154).
Blogs seem to be a natural extension of collaborative writing within a social context of learning. In fact, a blog is an example of one of Vygotsky’s “cultural tools” that help human beings construct knowledge. De Lisi (2006) supported Vygotsky’s theory on cultural tools when she stated, “modern technology including the various kinds of computer software programs…would be considered to be important cultural tools and artifacts within the Vygotskian theoretical framework” (p. 22).
As Baron (1999) stated, “the computer is simply the latest step in a long line of writing technologies.” Prior to computers, controversial technologies included the pencil, telegram, and typewriter. While incorporating computers into the composition classroom remains controversial to some, we believe computers and writing are now intricately connected.
To understand how blogging may influence the writing process, we must first look at how computer-aided composition connects with basic writers day-to-day lives. Computers are ingrained in the lives of students, and incorporating the use of computers in the composition class helps students cross the bridge from personal writing to academic writing. Penrod (2005) stressed the importance of incorporating the abilities college students already have into the academic sphere. For instance, students already engage with writing through a variety of means, including communicating with friends via Facebook, as well as maintaining personal blogs and websites. In addition to bridging the divide between personal and academic writing, the use of computers helps basic writers become a part of the writing community. Computers have made it possible for students to join the writing community in a more direct and obvious fashion. With just a few clicks, they can connect to the internet and publish their work in many different ways.
Computers also provide opportunities for alternative types of writing and learning that may connect more effectively with basic writers than traditional assignments. Penrod (2005) noted that, “computer-enhanced writing instruction is purely holistic in the best sense of the word. Process is equal to product in the teaching of writing in networked spaces, and students' minds and bodies are engaged in solving the problems that arise in the action of communication” (p. 123). Our standpoint in this paper is that students are engaged in writing in network spaces already and the vast majority of them no longer write without the use of a computer. By incorporating this technology in meaningful ways, we can help basic writers become more skilled.
Barker and Kemp (1990) argued that increased student interaction occurs when computers are used to “manage text transactions between class members” (p. 16). Blogs are an ideal place for these text transactions to occur in a dynamic environment. Blogging helps students view writing as a social process, because blogging is a social process. Nardi, Shiano, and Gumbrecht (2004) stated that “while ‘thinking’ might seem a solitary activity, or one not quite social, in blogging the presence of the audience and the writer’s consciousness of the audience clearly introduce the social into an individual’s thought process (as Vygotsky argued…)” (p. 227). Blogging inherently promotes social interaction and collaboration.
Through our discussions concerning the design and possible implications of this research, we began to see similarities between our basic skills students and ourselves—namely their anxiety in trying to get a foothold in the sometimes uncomfortable community of academic discourse. Basic skills students grow frustrated with the conventions and terminology of standard academic discourse—much in the same manner we felt the frustrations of learning new terminology, understanding the expectations and benefits, and navigating the terrain of doctoral-level discourse. As we attempted to cross the border from the familiar academic setting of our past into the unfamiliar setting of doctoral coursework, we felt a stronger connection to our basic skills writers. Thus, in order to best model our students’ basic writing experiences, we created a blog to influence, as well as reflect the research and writing process we engaged in as students. The data included in this paper represents this process. Our rationale for this method of research is tied into our beliefs that first-hand experience is the most appropriate manner to study the influences blogging has on the writing process because “...a blog is only as good or as useful as the blogger who builds it...If teachers incorporate blogging in the curriculum without blogging themselves, as some do, then the blog is a miserable add-on” (Penrod, 2007, p. 154).
Blogs seem to be a natural extension of collaborative writing within a social context of learning. In fact, a blog is an example of one of Vygotsky’s “cultural tools” that help human beings construct knowledge. De Lisi (2006) supported Vygotsky’s theory on cultural tools when she stated, “modern technology including the various kinds of computer software programs…would be considered to be important cultural tools and artifacts within the Vygotskian theoretical framework” (p. 22).
As Baron (1999) stated, “the computer is simply the latest step in a long line of writing technologies.” Prior to computers, controversial technologies included the pencil, telegram, and typewriter. While incorporating computers into the composition classroom remains controversial to some, we believe computers and writing are now intricately connected.
To understand how blogging may influence the writing process, we must first look at how computer-aided composition connects with basic writers day-to-day lives. Computers are ingrained in the lives of students, and incorporating the use of computers in the composition class helps students cross the bridge from personal writing to academic writing. Penrod (2005) stressed the importance of incorporating the abilities college students already have into the academic sphere. For instance, students already engage with writing through a variety of means, including communicating with friends via Facebook, as well as maintaining personal blogs and websites. In addition to bridging the divide between personal and academic writing, the use of computers helps basic writers become a part of the writing community. Computers have made it possible for students to join the writing community in a more direct and obvious fashion. With just a few clicks, they can connect to the internet and publish their work in many different ways.
Computers also provide opportunities for alternative types of writing and learning that may connect more effectively with basic writers than traditional assignments. Penrod (2005) noted that, “computer-enhanced writing instruction is purely holistic in the best sense of the word. Process is equal to product in the teaching of writing in networked spaces, and students' minds and bodies are engaged in solving the problems that arise in the action of communication” (p. 123). Our standpoint in this paper is that students are engaged in writing in network spaces already and the vast majority of them no longer write without the use of a computer. By incorporating this technology in meaningful ways, we can help basic writers become more skilled.
Barker and Kemp (1990) argued that increased student interaction occurs when computers are used to “manage text transactions between class members” (p. 16). Blogs are an ideal place for these text transactions to occur in a dynamic environment. Blogging helps students view writing as a social process, because blogging is a social process. Nardi, Shiano, and Gumbrecht (2004) stated that “while ‘thinking’ might seem a solitary activity, or one not quite social, in blogging the presence of the audience and the writer’s consciousness of the audience clearly introduce the social into an individual’s thought process (as Vygotsky argued…)” (p. 227). Blogging inherently promotes social interaction and collaboration.
Thursday, March 5, 2009
How I've Missed You (Both)
I've missed this blog (and our collaboration, of course)! I enjoyed chatting with you last night about a potential project to talk about our experiences with collaborative writing. As you said, we've neglected the third party in our research, and so welcome back to the blog. I hope it is active for many years to come. :)
Subscribe to:
Posts (Atom)
