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.
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