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
Wednesday, April 1, 2009
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. :)
Wednesday, July 2, 2008
Final Draft
The final draft we created at the library yesterday is on google docs. I did a thorough edit. Let me know when you've finished yours, and then we will be done! (for now)!
Tuesday, July 1, 2008
WOW Check out the map
Our blog continues to attract world-wide attention - wow - Europe, Canada, Asia, the Mideast, Austraila! Maybe we are on to something here....
Have I mentioned lately that this was a fantastic idea you had to put the map up! :-)
Have I mentioned lately that this was a fantastic idea you had to put the map up! :-)
Presentation
Great job today at the presentation. It was really fun to discuss our project and it just made me realize even more how this could be a great tool for learning. Just a few more steps left to go!
Monday, June 30, 2008
Draft
The additions you made look great. I like the narrative flow you added to the theoretical framework, it really demonstrates how the process happened within that framework and how it is more generally connected to the framework.
More edits/additions (computers & comp, future research) posted now.
More edits/additions (computers & comp, future research) posted now.
Google Doc Powerpoint and Handout
I posted the powerpoint we finished today at the library on google docs.
The handout is also there.
Check it out.
The handout is also there.
Check it out.
Sunday, June 29, 2008
Rose
Mike Rose's blog
http://mikerosebooks.blogspot.com/
Professor Williamson had posted this on the C&T forum and it makes for interesting reading, especially in context of our project.
http://mikerosebooks.blogspot.com/
Professor Williamson had posted this on the C&T forum and it makes for interesting reading, especially in context of our project.
Audience (voice)
More on audience, Mr. Navigation:
I am thinking about our discussion on self-censorship, voice, audience, etc...and I thought about the fact that since this is primarily a blog between us I tend to want to write more informally and put in lots of lame jokes (see above). But then sometimes I go back and edit before I post because I know others are reading. When we think about audience and collaborative writing, it is important that students feel comfortable conversing with each other, but they also must think about who else is reading. While you may understand what I am trying to get at even if it is said in a humorous manner, or using an inside joke, it will not demonstrate our points accurately to more global audiences.
I am thinking about our discussion on self-censorship, voice, audience, etc...and I thought about the fact that since this is primarily a blog between us I tend to want to write more informally and put in lots of lame jokes (see above). But then sometimes I go back and edit before I post because I know others are reading. When we think about audience and collaborative writing, it is important that students feel comfortable conversing with each other, but they also must think about who else is reading. While you may understand what I am trying to get at even if it is said in a humorous manner, or using an inside joke, it will not demonstrate our points accurately to more global audiences.
Another Navigation Thing
The importance of using keywords in the title. When searching for previous posts--be it on the blog's listing of posts or through the edit page--having accurate phrasing in the title makes searching for information easier.
Also, the search function on the edit page locates terms in the actual post. Thus, using term-specific terminology inside the post is no longer beneficial just for good content--it's good for navigation.
OK...I won't write anymore about navigation. I sound like a Skipper.
Also, the search function on the edit page locates terms in the actual post. Thus, using term-specific terminology inside the post is no longer beneficial just for good content--it's good for navigation.
OK...I won't write anymore about navigation. I sound like a Skipper.
Audience (powerpoint)
I was thinking about our presentation and the growing fan base our blog is acquiring (lol). I think for the global audience section, the picture of the map is actually a pretty strong component of our research. What started out as a fun experiment with computer software (and tracking, let's be honest) is really demonstrating just how blogging can help students become published authors with an audience. Possibly, we may even want to mention this and put a thumbnail in our paper.
Data Themes
So, I believe we have narrowed down our data to three primary themes that we discussed:
1. Writing Process & Process-Blogging - how process-blogging influenced the writing process.
2. Blogging technology - the good, the bad, the ugly
3. Community - local and global
I wanted to reflect a little on this because I think it is interesting to note that when we began this project, we were pretty singularly focused on #1. We both felt that the blog would be a great place to work collaboratively and to strengthen the writing process. We didn't know exactly how the process would unfold, but we did think that it would unfold.
I don't know that we put much thought into #2 or #3. While we were aware of these issues, I don't think we considered how important they would be in the results. As we now begin to realize that people (Australians!) are viewing our blog, it is an interesting dimension to add to our reflections and analysis.
I just wanted to take a minute to process that. :-)
1. Writing Process & Process-Blogging - how process-blogging influenced the writing process.
2. Blogging technology - the good, the bad, the ugly
3. Community - local and global
I wanted to reflect a little on this because I think it is interesting to note that when we began this project, we were pretty singularly focused on #1. We both felt that the blog would be a great place to work collaboratively and to strengthen the writing process. We didn't know exactly how the process would unfold, but we did think that it would unfold.
I don't know that we put much thought into #2 or #3. While we were aware of these issues, I don't think we considered how important they would be in the results. As we now begin to realize that people (Australians!) are viewing our blog, it is an interesting dimension to add to our reflections and analysis.
I just wanted to take a minute to process that. :-)
Another Navigation Term?
As the blog continues to grow and we move toward organizing our information for the paper, I think we've both seen the need to start gathering multiple posts and placing them into one on-going post to consolidate the material. So here is a list of possible terms to identify this process...tell me which one you like best:
1. Organizing Post
2. Corral Post*
3. Cull Post*
4. Consolidation Post*
5. Gathering Post
5. Merge Post
6. Cornucopia Post (hah!)
*I like these best
1. Organizing Post
2. Corral Post*
3. Cull Post*
4. Consolidation Post*
5. Gathering Post
5. Merge Post
6. Cornucopia Post (hah!)
*I like these best
Basic Writer Bibliography
This is just a reminder for me to add this to our web page
http://www.bedfordstmartins.com/basicbib/content/toc.html
http://www.bedfordstmartins.com/basicbib/content/toc.html
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