From teaching_composition-admin Thu Apr 6 16:06:52 2000 Received: from corp148mr.mcgraw-hill.com (corp148mr.mcgraw-hill.com [198.45.18.131]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id QAA29998 for ; Thu, 6 Apr 2000 16:06:52 -0500 (CDT) Message-Id: <200004062106.QAA29998@greenhouse.eppg.com> From: "Vaccaro, Todd" To: "'teaching_composition@mailman.eppg.com'" Subject: [Teaching_Composition] This is just a test of the emergency teaching composition page Date: Thu, 6 Apr 2000 17:05:33 -0400 MIME-Version: 1.0 X-Mailer: Internet Mail Service (5.5.2650.21) Content-Type: multipart/mixed; boundary="----_=_NextPart_000_01BFA00B.D8EB89A4" This message is in MIME format. Since your mail reader does not understand this format, some or all of this message may not be legible. ------_=_NextPart_000_01BFA00B.D8EB89A4 Content-Type: text/plain; charset="iso-8859-1" This is only a test, I repeat only a test, do not be afraid. Todd B. Vaccaro Media Technology Project Manager McGraw-Hill Higher Education Two Penn Plaza, 20th floor New York, NY 10121-2298 212-904-3551 (phone) 212-904-2280 (fax) todd_vaccaro@mcgraw-hill.com ____________________________________________ Please consider visiting: http://www.thehungersite.com By going to their web page and just clicking a button, their corporate sponsors make a donation, 100% of which goes directly to the United Nations World Food Program. According to the site, this has added up to over 200 metric tons of free food donated weekly with some recent totals over 1 million cups of staple grain a day. Consider making them the startup page for your browser or adding them to your favorites list so that each day when you log onto the internet you can easily contribute. 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From teaching_composition-admin Mon Apr 17 14:43:04 2000 Received: from wolftree.ULT (wolftree.webct.com [140.239.69.11]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id OAA10043 for ; Mon, 17 Apr 2000 14:43:02 -0500 (CDT) Received: from TrentBatson (webct126.webct.com [140.239.69.126]) by wolftree.ULT with SMTP (Microsoft Exchange Internet Mail Service Version 5.5.2448.0) id 2WFYP00Q; Mon, 17 Apr 2000 15:58:04 -0400 Message-ID: <00a001bfa8a5$3b095200$7e45ef8c@ULT> From: "Trent Batson" To: "teachingcomp" Subject: [Teaching_Composition] 1-Hello 2-4Cs 3-Michael Day Date: Mon, 17 Apr 2000 15:43:39 -0400 MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="----=_NextPart_000_009D_01BFA883.B39C2480" X-Priority: 3 X-MSMail-Priority: Normal X-Mailer: Microsoft Outlook Express 5.00.2919.6600 X-MimeOLE: Produced By Microsoft MimeOLE V5.00.2919.6600 This is a multi-part message in MIME format. ------=_NextPart_000_009D_01BFA883.B39C2480 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Hello everyone who has been on the teachingcomp list. You've now been = moved to this new address: teaching_composition@mailman.eppg.com So, please change your address book so you have this new email address. = The list is now running off a McGraw-Hill server, appropriate since this = is a McGraw-Hill project. At the 4Cs last week, a number of new people signed up for this list, so = our numbers should double this week as soon as the new names are added. You'll notice I new work for WebCT (as I told the list last week). = WebCT has agreed to help McGraw-Hill support this important project. Michael Day starts his two-week time with us this week. You can find = his materials at: www.engl.niu.edu/tcomp Michael is joined by Matt Duncan, Aimee Hall, Eric Hoffman, and Meredith = Larson at Northern Illinois University. I look forward to the discussion about teaching in a networked = classroom. Trent _________________ Trent Batson, Ph.D., Consultant WebCT Two Corporation Way Peabody, MA 01960 978-538-0036 401-225-5009 (cell) 978-538-0309 (fax) www.webct.com ------=_NextPart_000_009D_01BFA883.B39C2480 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable
Hello everyone who has been on the = teachingcomp=20 list.  You've now been moved to this new address:
 
 
So, please change your address book so = you have=20 this new email address.  The list is now running off a McGraw-Hill = server,=20 appropriate since this is a McGraw-Hill project.
 
At the 4Cs last week, a number of new = people signed=20 up for this list, so our numbers should double this week as soon as the = new=20 names are added.
 
You'll notice I new work for WebCT (as = I told the=20 list last week).  WebCT has agreed to help McGraw-Hill support this = important project.
 
Michael Day starts his two-week time = with us this=20 week.  You can find his materials at:
 
www.engl.niu.edu/tcomp<= /DIV>
 
Michael is joined by Matt Duncan, Aimee = Hall, Eric=20 Hoffman, and Meredith Larson at Northern Illinois = University.
 
I look forward to the discussion about = teaching in=20 a networked classroom.
 
Trent
_________________
Trent Batson, = Ph.D.,
Consultant
WebCT
Two=20 Corporation Way
Peabody, MA 01960
 
978-538-0036
401-225-5009 = (cell)
978-538-0309=20 (fax)
www.webct.com
 
 
------=_NextPart_000_009D_01BFA883.B39C2480-- From teaching_composition-admin Mon Apr 17 17:35:27 2000 Received: from corn.cso.niu.edu (tb0mxd1@corn.cso.niu.edu [131.156.1.37]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id RAA13979 for ; Mon, 17 Apr 2000 17:35:26 -0500 (CDT) Received: (from tb0mxd1@localhost) by corn.cso.niu.edu (8.9.1/8.9.1) id RAA00618; Mon, 17 Apr 2000 17:35:25 -0500 (CDT) Date: Mon, 17 Apr 2000 17:35:25 -0500 (CDT) From: day michael Message-Id: <200004172235.RAA00618@corn.cso.niu.edu> To: Trent.Batson@webct.com, teaching_composition@mailman.eppg.com Subject: Re: [Teaching_Composition] 1-Hello 2-4Cs 3-Michael Day Hello all, and thanks to Trent for the nice introduction! It was nice to see so many of you at CCCC last week; I am back, but pretty exhausted to say the least. Speaking of our topic for this next period of two weeks, I had a lab day for both classes today, and tried something I had not done yet. I had the students copy the paragraph or two of their papers that they found most in need of revision into MS Word and use the "Track Changes" feature to create a revision on which one could see both the old and new versions. They really had fun with this exercise, and my class of HS English teachers in training thought that they would want to use it with their future classes. I am indebted to Susan Lang for teaching me how to use yet another of those bells and whistles on Word I never had time to learn. Hopefully you have had time to glance at our web site, http://www.engl.niu.edu/tcomp so that you are familiar with a sampling of the guiding principles we follow and approaches we take here at NIU. With these principles and approaches in mind, we invite you to ask questions about any of them, ask questions relating to your own needs and experiences with networked writing classrooms, or address the topic in any way you see fit. To open up the field and hopefully get us going, let me set out a few issues we might discuss: *My supervisor requires me to teach in a computer classroom; what should I do? *I'd like to take my class to a computer classroom, but our composition program does not have one. What should I do? *I teach in a computer classroom, and my colleagues think I am wasting my students' time. How should I explain what we do to them? *My students participate in face-to-face discussion, but I can't get them to discuss at any length with much conviction on line. What should I do? *The server crashed and the machines are all useless. My fifty minutes of precious time are evaporating. Now what? *Publishers of are asking me to adopt their writing/courseware package for my class. How should I decide what to use? *Besides this list, where can I look for help and advice? You get the drift… Now, don't feel as if you have to post at any great length or with any formality; this is a working discussion and we're all too busy to write long fancy posts. Jump on in! Michael Michael J. Day Assistant Professor English Department Northern Illinois University DeKalb, Illinois 60115 (815) 753-6605 mday@niu.edu http://www.niu.edu/~tb0mxd1 From teaching_composition-admin Mon Apr 17 17:50:27 2000 Received: from mailhub.iastate.edu (mailhub.iastate.edu [129.186.1.102]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id RAA14125 for ; Mon, 17 Apr 2000 17:50:25 -0500 (CDT) Received: from portal (quartz.truserve.com [208.142.209.50]) by mailhub.iastate.edu (8.9.3/8.9.3) with ESMTP id RAA32209 for ; Mon, 17 Apr 2000 17:50:24 -0500 Message-Id: <4.2.0.58.20000417174724.00997da0@ewardle.mail.iastate.edu> X-Sender: ewardle@ewardle.mail.iastate.edu (Unverified) X-Mailer: QUALCOMM Windows Eudora Pro Version 4.2.0.58 Date: Mon, 17 Apr 2000 17:50:30 -0500 To: teaching_composition@mailman.eppg.com From: Elizabeth A Wardle Subject: Re: [Teaching_Composition] 1-Hello 2-4Cs 3-Michael Day In-Reply-To: <200004172235.RAA00618@corn.cso.niu.edu> Mime-Version: 1.0 Content-Type: text/plain; charset="iso-8859-1"; format=flowed Content-Transfer-Encoding: 8bit X-MIME-Autoconverted: from quoted-printable to 8bit by greenhouse.eppg.com id RAA14126 Or how about this alternate question: I am forced to teach in a computer lab and I think I am wasting my students' time. I have not been able to create the sense of community I did in a conventional classroom and I have not noticed any of the benefits that so much of the research on computers and composition suggests. Besides totally bailing and demanding a conventional classroom next time, what should I do? Elizabeth At 05:35 PM 4/17/00 -0500, you wrote: >real_name > >Hello all, and thanks to Trent for the nice introduction! > >It was nice to see so many of you at CCCC last week; I am back, >but pretty exhausted to say the least. Speaking of our topic for this >next period of two weeks, I had a lab day for both classes today, >and tried something I had not done yet. I had the students copy the >paragraph or two of their papers that they found most in need of >revision into MS Word and use the "Track Changes" feature to >create a revision on which one could see both the old and new >versions. They really had fun with this exercise, and my class of >HS English teachers in training thought that they would want to >use it with their future classes. I am indebted to Susan Lang for >teaching me how to use yet another of those bells and whistles on >Word I never had time to learn. > >Hopefully you have had time to glance at our web site, >http://www.engl.niu.edu/tcomp so that you are familiar with a >sampling of the guiding principles we follow and approaches we >take here at NIU. With these principles and approaches in mind, >we invite you to ask questions about any of them, ask questions >relating to your own needs and experiences with networked writing >classrooms, or address the topic in any way you see fit. > >To open up the field and hopefully get us going, let me set out a >few issues we might discuss: > >*My supervisor requires me to teach in a computer classroom; what >should I do? > >*I'd like to take my class to a computer classroom, but our >composition program does not have one. What should I do? > >*I teach in a computer classroom, and my colleagues think I am >wasting my students' time. How should I explain what we do to >them? > >*My students participate in face-to-face discussion, but I can't get >them to discuss at any length with much conviction on line. What >should I do? > >*The server crashed and the machines are all useless. My fifty >minutes of precious time are evaporating. Now what? > >*Publishers of are asking me to adopt >their writing/courseware package for my class. How should I >decide what to use? > >*Besides this list, where can I look for help and advice? > >You get the drift… Now, don't feel as if you have to post at any >great length or with any formality; this is a working discussion and >we're all too busy to write long fancy posts. > >Jump on in! > >Michael > >Michael J. Day >Assistant Professor >English Department >Northern Illinois University >DeKalb, Illinois 60115 >(815) 753-6605 >mday@niu.edu >http://www.niu.edu/~tb0mxd1 > >_______________________________________________ >Teaching_Composition maillist - Teaching_Composition@mailman.eppg.com >http://mailman.eppg.com/mailman/listinfo/teaching_composition ------------------------------ Elizabeth A. Wardle Doctoral Program in Rhetoric & Professional Communication Iowa State University of Science & Technology http://www.stuorg.iastate.edu/phorum/ www.public.iastate.edu/~ewardle "What good fortune for those in power that people do not think." --Adolf Hitler From teaching_composition-admin Tue Apr 18 08:38:54 2000 Received: from vega.brown.edu (vega.services.brown.edu [128.148.19.202]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id IAA04788 for ; Tue, 18 Apr 2000 08:38:53 -0500 (CDT) Received: from [128.148.145.66] ([128.148.145.66]) by vega.brown.edu (8.9.3/8.9.3) with ESMTP id JAA08915 for ; Tue, 18 Apr 2000 09:38:53 -0400 (EDT) Mime-Version: 1.0 X-Sender: Christopher_Amirault@postoffice.brown.edu (Unverified) Message-Id: Date: Tue, 18 Apr 2000 09:39:29 -0500 To: "teachingcomp" From: Chris Amirault Subject: [Teaching_Composition] What Evidence Shows Content-Type: text/plain; charset="us-ascii" ; format="flowed" Hi Folks, First time poster here with a basic question. In Michael Day's introduction, he writes, "Evidence may not show that using computers makes students write better, but it does show that using networked computers helps students write more, helps them want to write, invent and especially revise, and creates an ideal environment for collaboration and discussion of issues that lead to writing projects." I've worked with computers and writing for a while and taught in a rudimentarily networked classroom for intro comp back in 1991; as I result, I don't need convincin'. However, I work in an education department that has been loathe to discuss educational technology, and this claim would make such discussions easier and more persuasive. Specifically, I would love to know where that evidence is that shows these claims are indeed true. Chris Chris Amirault Director, Institute for Elementary and Secondary Education http://www.brown.edu/Departments/IESE/institute.html Adj Asst Prof, Departments of Education and Modern Culture and Media Brown University Box 1938 Providence RI 02912 401.863.9227 (voice) 1276 (fax) From teaching_composition-admin Tue Apr 18 08:54:38 2000 Received: from iris.iupui.edu (iris.iupui.edu [134.68.220.32]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id IAA04949 for ; Tue, 18 Apr 2000 08:54:38 -0500 (CDT) Received: from garnet.iupui.edu (tbrown1@garnet.iupui.edu [134.68.220.39]) by iris.iupui.edu (8.9.3/8.9.3/1.2IUPUIPO) with SMTP id IAA17822; Tue, 18 Apr 2000 08:54:31 -0500 (EST) Date: Tue, 18 Apr 2000 08:54:02 -0500 (EST) From: Tom Brown To: day michael cc: Trent.Batson@webct.com, teaching_composition@mailman.eppg.com Subject: Re: [Teaching_Composition] 1-Hello 2-4Cs 3-Michael Day In-Reply-To: <200004172235.RAA00618@corn.cso.niu.edu> Message-ID: MIME-Version: 1.0 Content-Type: TEXT/PLAIN; charset=US-ASCII Can you explain a bit more about the "Track Changes" and how one activates such a feature? From teaching_composition-admin Mon Apr 17 15:29:52 2000 Received: from vega.brown.edu (vega.services.brown.edu [128.148.19.202]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id PAA11505 for ; Mon, 17 Apr 2000 15:29:51 -0500 (CDT) Received: from [128.148.145.66] ([128.148.145.66]) by vega.brown.edu (8.9.3/8.9.3) with ESMTP id QAA28266 for ; Mon, 17 Apr 2000 16:29:50 -0400 (EDT) Mime-Version: 1.0 X-Sender: Christopher_Amirault@postoffice.brown.edu Message-Id: In-Reply-To: <00a001bfa8a5$3b095200$7e45ef8c@ULT> References: <00a001bfa8a5$3b095200$7e45ef8c@ULT> Date: Mon, 17 Apr 2000 16:32:08 -0500 To: "teachingcomp" From: Chris Amirault Subject: [Teaching_Composition] What Evidence Shows Content-Type: text/plain; charset="us-ascii" ; format="flowed" Hi Folks, First time poster here with a basic question. In Michael Day's introduction, he writes, "Evidence may not show that using computers makes students write better, but it does show that using networked computers helps students write more, helps them want to write, invent and especially revise, and creates an ideal environment for collaboration and discussion of issues that lead to writing projects." I've worked with computers and writing for a while and taught in a rudimentarily networked classroom for intro comp back in 1991; as I result, I don't need convincin'. However, I work in an education department that has been loathe to discuss educational technology, and this claim would make such discussions easier and more persuasive. Specifically, I would love to know where that evidence is that shows these claims are indeed true. Chris Chris Amirault Director, Institute for Elementary and Secondary Education http://www.brown.edu/Departments/IESE/institute.html Adj Asst Prof, Departments of Education and Modern Culture and Media Brown University Box 1938 Providence RI 02912 401.863.9227 (voice) 1276 (fax) From teaching_composition-admin Tue Apr 18 09:18:52 2000 Received: from mercury.its.umd.umich.edu (mercury.its.umd.umich.edu [141.215.69.17]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id JAA06015 for ; Tue, 18 Apr 2000 09:18:51 -0500 (CDT) Received: from umich.edu (pc153.ca.umd.umich.edu [141.215.48.153]) by mercury.its.umd.umich.edu (Netscape Messaging Server 3.6) with ESMTP id AAA6ABE for ; Tue, 18 Apr 2000 10:18:00 -0400 Message-ID: <38FC6E7C.174E4A93@umich.edu> Date: Tue, 18 Apr 2000 10:17:33 -0400 From: Linda Adler-Kassner X-Mailer: Mozilla 4.6 [en] (Win95; I) X-Accept-Language: en MIME-Version: 1.0 To: teaching_composition@mailman.eppg.com Subject: [Teaching_Composition] evidence Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit Chris: An essay by Mike Palmquist, Kate Kiefer, and one other Colorado State person (can't remember the third author) provides just the kind of evidence you ask for. It's in a book called _Attending to the Margins_ edited by Michelle Hall Kells and Valerie Balester (pub. by Heinemann/Boynton Cook last year). The essay provides lots of _great_ evidence that writing in computerized environments do help students to become stronger writers. -Linda From teaching_composition-admin Tue Apr 18 10:10:10 2000 Received: from corn.cso.niu.edu (tb0mxd1@corn.cso.niu.edu [131.156.1.37]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id KAA07194 for ; Tue, 18 Apr 2000 10:10:09 -0500 (CDT) Received: (from tb0mxd1@localhost) by corn.cso.niu.edu (8.9.1/8.9.1) id KAA06225; Tue, 18 Apr 2000 10:10:02 -0500 (CDT) Date: Tue, 18 Apr 2000 10:10:02 -0500 (CDT) From: day michael Message-Id: <200004181510.KAA06225@corn.cso.niu.edu> To: ewardle@iastate.edu, teaching_composition@mailman.eppg.com Subject: Re: [Teaching_Composition] 1-Hello 2-4Cs 3-Michael Day Elizabeth, Some questions: When you say you are required to teach in a computer classroom, do you mean that every class is scheduled in the computer classroom? If so, does the classroom have wheeled chairs and an area with a table where students can move for face-to-face interaction? If not, can they at least see each other when they are not working on the computers? Another question: at Iowa state, do you have a departmental computer support staff person to help comp teachers with strategies for using the computer classroom? If not, do you know of other teachers who seem to using the environment with more success? I'm thinking that the most effective composition classes I've seen, aside from those that have to be online because the class members can't come to campus, are those that balance time writing and interacting on the computers with face-to-face discussion and group work. Ideally, if the only classroom you have is a computer classroom, there should be some way to get students away from the computers from time to time. The best classrooms I have seen have a big table or tables with no computers in one area, and students can just roll over to the tables to work face-to-face. And my other question focuses on the issue of support. You should have someone in your composition program who can help you come up with activities and strategies to use the computers and the classroom effectively. If not, members of your composition program may want to bring the issue to the supervisor. Yet I vividly remember 7 years of not having any composition-specific support when I was teaching in South Dakota. I had to get ideas and advice from Internet discussion lists such as this one. ACW-L was a lifesaver for me, because when I felt most puzzled about what to do, why and how, I could ask for help from others who were working with composition classes in a computer classroom. So Elizabeth, thank you for your honest question, and I hope you can provide us with more information. How would others respond to Elizabeth's question? Michael From teaching_composition-admin Tue Apr 18 10:28:59 2000 Received: from mailhub.iastate.edu (mailhub.iastate.edu [129.186.1.102]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id KAA07365 for ; Tue, 18 Apr 2000 10:28:57 -0500 (CDT) Received: from portal (aoba.truserve.com [208.142.211.150]) by mailhub.iastate.edu (8.9.3/8.9.3) with ESMTP id KAA16389 for ; Tue, 18 Apr 2000 10:28:55 -0500 Message-Id: <4.2.0.58.20000418101623.009b8650@ewardle.mail.iastate.edu> X-Sender: ewardle@ewardle.mail.iastate.edu (Unverified) X-Mailer: QUALCOMM Windows Eudora Pro Version 4.2.0.58 Date: Tue, 18 Apr 2000 10:28:59 -0500 To: teaching_composition@mailman.eppg.com From: Elizabeth A Wardle Subject: [Teaching_Composition] Computer classrooms In-Reply-To: <200004181510.KAA06225@corn.cso.niu.edu> Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii"; format=flowed Unfortunately, at Iowa State, the technology far preceded the theory--and people in the comp program are aware of that. Almost all sections are taught in the computer classrooms--most in the dorms. Many are taught intensively there (every day), some are taught just once a week in the computer classrooms. But, all the computer classrooms are just set up like computer labs. No tables, no way to see each other, poles in the middle, etc. I have gotten an intensive classroom 2 semesters in a row. We are supposed to have a computer monitor to help students use the computers. This semester there weren't enough to go around, so I did not get one. That is one reason things have gone so badly. 20 minutes of each 50 class seemed to be spent explaining the computers again, fixing problems. Aargh. There is a person in charge of the computer classrooms and he has been very nice. But he doesn't so much give us ideas for using the technology as simply take care of details, make sure things work, etc. Last semester the experience was so-so b/c all my students were very computer literate and active, despite the horrible set-up. This semester was a huge disaster b/c students simply could not figure out what they were supposed to be doing and would not pay attention to me or each other if there was a computer screen in front of them. Finally I just said "forget it" and moved the class to a conference room down the hall. Things have been good since then. I really believe students were so resistant to the technology that they just wouldn't/couldn't learn what they needed to. One of my colleagues has had even worse experiences than I have. Mine have just been inconvenient; hers have been threatening. The software we use allows students to put anonymous texts in our "drop box." One of her students wrote a nasty letter telling her she was an idiot, couldn't teach, etc etc and dropped in it there--simply because he could, because it was anonymous. The reason for the ill will, she is certain, is that she had no idea what she was doing in that classroom. She had no training before being put there and spent the first several weeks of class just trying to figure out what was going on. Thus, she didn't have the ethos, the authority, she really needed as a young, female TA at a school of science and technology. (That's another story, for another time). Anyway, I think the problems both of us have had stem from badly designed classrooms and too little training and sharing about activities for these classrooms. Moving to a computer classroom shouldn't just be sudden; I really belive that in order for it to be useful, you must be trained in both theory and activities--prepared for what you will find. I just wanted to make sure I said that so I don't sound like a total scrooge! :) Elizabeth At 10:10 AM 4/18/00 -0500, you wrote: >Elizabeth, > >Some questions: > >When you say you are required to teach in a computer classroom, >do you mean that every class is scheduled in the computer classroom? >If so, does the classroom have wheeled chairs and an area with a >table where students can move for face-to-face interaction? If >not, can they at least see each other when they are not working on >the computers? > >Another question: at Iowa state, do you have a departmental >computer support staff person to help comp teachers with >strategies for using the computer classroom? If not, do >you know of other teachers who seem to using the environment >with more success? > >I'm thinking that the most effective composition classes I've >seen, aside from those that have to be online because the >class members can't come to campus, are those that balance >time writing and interacting on the computers with face-to-face >discussion and group work. Ideally, if the only classroom you >have is a computer classroom, there should be some way to get >students away from the computers from time to time. The best >classrooms I have seen have a big table or tables with no >computers in one area, and students can just roll over to the >tables to work face-to-face. > >And my other question focuses on the issue of support. You >should have someone in your composition program who can help >you come up with activities and strategies to use the computers >and the classroom effectively. If not, members of your composition >program may want to bring the issue to the supervisor. Yet I >vividly remember 7 years of not having any composition-specific >support when I was teaching in South Dakota. I had to get >ideas and advice from Internet discussion lists such as this >one. ACW-L was a lifesaver for me, because when I felt most >puzzled about what to do, why and how, I could ask for help >from others who were working with composition classes in a >computer classroom. > >So Elizabeth, thank you for your honest question, and I hope >you can provide us with more information. How would others >respond to Elizabeth's question? > >Michael ------------------------------ Elizabeth A. Wardle Doctoral Program in Rhetoric & Professional Communication Iowa State University of Science & Technology http://www.stuorg.iastate.edu/phorum/ www.public.iastate.edu/~ewardle "What good fortune for those in power that people do not think." --Adolf Hitler From teaching_composition-admin Tue Apr 18 10:32:38 2000 Received: from corn.cso.niu.edu (tb0mxd1@corn.cso.niu.edu [131.156.1.37]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id KAA07438 for ; Tue, 18 Apr 2000 10:32:37 -0500 (CDT) Received: (from tb0mxd1@localhost) by corn.cso.niu.edu (8.9.1/8.9.1) id KAA08195; Tue, 18 Apr 2000 10:32:20 -0500 (CDT) Date: Tue, 18 Apr 2000 10:32:20 -0500 (CDT) From: day michael Message-Id: <200004181532.KAA08195@corn.cso.niu.edu> To: tbrown1@iupui.edu Subject: Re: [Teaching_Composition] 1-Hello 2-4Cs 3-Michael Day Cc: Trent.Batson@webct.com, teaching_composition@mailman.eppg.com Hi Tom! I'd be glad to explain more about Track Changes in MS Word. From the Tools menu, select Track Changes and then Highlight Changes. If you want to see the changes tracked in color while editing, select Track Changes While Editing. This can be annoying, so many people elect to turn this off. However, I don't seem to be able to get it to print the changes without it on. You can then later use the Accept Changes or Reject Changes options to incorporate the changes or not. One interesting exercise focusing on editing might be to project a student's document which has been edited in this fashion, and have the class help decide whether to reject or accept each change. I hope this helps, Michael From teaching_composition-admin Tue Apr 18 10:54:37 2000 Received: from oats.farm.niu.edu (root@oats.farm.niu.edu [131.156.99.3]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id KAA07632 for ; Tue, 18 Apr 2000 10:54:36 -0500 (CDT) Received: from niu.edu ([131.156.77.223]) by oats.farm.niu.edu (8.9.3/8.9.3) with ESMTP id KAA26143 for ; Tue, 18 Apr 2000 10:54:35 -0500 (CDT) Message-ID: <38FC854C.9E885BB@niu.edu> Date: Tue, 18 Apr 2000 10:54:52 -0500 From: z976883 X-Mailer: Mozilla 4.7 [en] (WinNT; I) X-Accept-Language: en MIME-Version: 1.0 CC: teaching_composition@mailman.eppg.com Subject: Re: [Teaching_Composition] Computer classrooms References: <4.2.0.58.20000418101623.009b8650@ewardle.mail.iastate.edu> Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit Elizabeth, No wonder you are having problems creating a sense of community in a computer lab. Bad floor plans, resistant students, and constant lab use sure would seem problematic. I have had to use one computer lab where at least half the students had their backs to me, and I found it difficult to teach and to direct. The best way I have found to guide students is to first use an overhead LCD unit, where the students can watch me navigate the web or use features in Word. We discuss as we normally would, and the students interact well. Then, they use their own computers, attempting to recreate what they just saw. Granted, having the technological resources helps, but using students as a resource helps, too. There will always be at least one student who either comes in knowing something about something (maybe even more than the teacher!) or who picks up the concepts fast. By encouraging students to assist one another and to look on to someone else's computer, we not only create virtual teaching assistance but also empower students to feel technologically competent. My suggestions to you are this: (1) Teach wherever you are most comfortable. Students will reflect and amplify your frustration. (2) If you are in a lab that seem to inhibit communication, try pairing students on computers, or have them move around. For example, have them each free write on one computer then move to their neighbors, read what s/he wrote, comment (or add on if you're doing creative writing), and move to the next computer. This lets them see what others are doing, respond to one another, and stretch a bit. If you have on-line discussion rooms or web board, you can use this function as well. I have paired up students, had them brainstorm on topic, post their ideas, then respond to other groups. This seems to help. (3) Don't let the technology overshadow the purpose of the class. At the same time, remind your students that being familiar with computers and the internet will be necessary in the "real" world. --Others probably have more ideas and maybe better ones, but I hope this helps.--- I don't know how you direct your classes in the lab, but I have found that I actually do more work and more talking there than in a traditional classroom. I introduce something, have directions in writing (either on a board or on the web), tell them to begin and to help one another, and then, walk around talking to students as they work through the assignment and answering questions. Lab days can be fun; they can also be frustrating. Regardless, students seem to like it when you admit that something is frustrating you and you change gears. It reminds them that nothing and no one is perfect, even--yes, it's true--their composition teacher. If coping disaster doesn't build character and community, I don't know what will. Meredith Larson Northern Illinois University From teaching_composition-admin Tue Apr 18 11:21:49 2000 Received: from corn.cso.niu.edu (tb0mxd1@corn.cso.niu.edu [131.156.1.37]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id LAA08667 for ; Tue, 18 Apr 2000 11:21:48 -0500 (CDT) Received: (from tb0mxd1@localhost) by corn.cso.niu.edu (8.9.1/8.9.1) id LAA12974; Tue, 18 Apr 2000 11:21:48 -0500 (CDT) Date: Tue, 18 Apr 2000 11:21:48 -0500 (CDT) From: day michael Message-Id: <200004181621.LAA12974@corn.cso.niu.edu> To: Christopher_Amirault@brown.edu, teaching_composition@mailman.eppg.com Subject: Re: [Teaching_Composition] What Evidence Shows Thanks for an important question about evidence, Chris, and thanks to Linda for bringing up the article by Palmquist et al. Here are just a few more sources that help provide evidence: Bump, Jerome. "Radical Changes in Class Discussion Using Networked Computers." Computers and the Humanities, 24 (1990), 49-65. Day, Michael, and Trent Batson. "The Network-Based Writing Classroom: The ENFI Idea." In Marie Collins and Zane Berge, eds. Computer Mediated Communication and the Online Classroom, Volume Two: Higher Education. (Hampton Press, 1995) 25-46. Selfe, Cynthia, and Marilyn Cooper. "Computer Conferences and Learning: Authority, Resistance, and Internally Persuasive Discourse." College English, 52 (1990), 847-869. Sirc, Geoff and Tom Reynolds. "The Face of Collaboration in the Networked Writing Classroom." Computers and Composition, 7 (1990), 53-70. Slatin, John. "Is There a Class in this Text? Creating Knowledge in the Electronic Classroom." In Edward Barrett, ed. Sociomedia: Multimedia, Hypermedia, and the Social Construction of Knowledge. (MIT Press, 1992) 27-51. Most of these cites came from the works cited lists at the end of the chapters in: Harrington, Susanmarie, Rebecca Rickly, and Michael Day. The Online Writing Classroom. (Hampton Press, 2000). I hope these resources help. Michael From teaching_composition-admin Tue Apr 18 11:43:02 2000 Received: from jhuml2.hcf.jhu.edu (jhuml2.hcf.jhu.edu [128.220.2.87]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id LAA08867 for ; Tue, 18 Apr 2000 11:43:00 -0500 (CDT) Received: from jhunix.hcf.jhu.edu (jhunix.hcf.jhu.edu [128.220.2.5]) by jhmail.hcf.jhu.edu (PMDF V5.2-31 #37929) with ESMTP id <01JODQY6CW5AFYELAP@jhmail.hcf.jhu.edu> for teaching_composition@mailman.eppg.com; Tue, 18 Apr 2000 12:41:23 EDT Received: from 128 ([128.220.149.157]) by jhunix.hcf.jhu.edu (980427.SGI.8.8.8/970903.SGI.AUTOCF) via SMTP id MAA47708 for ; Tue, 18 Apr 2000 12:41:34 -0400 (EDT) Date: Tue, 18 Apr 2000 12:34:21 -0400 From: Ben Reynolds Subject: [Teaching_Composition] Off Topic Question About list format In-reply-to: <4.2.0.58.20000418101623.009b8650@ewardle.mail.iastate.edu> X-Sender: ewt2@jhunix.hcf.jhu.edu To: teaching_composition@mailman.eppg.com Message-id: <3.0.5.32.20000418123421.008af780@jhunix.hcf.jhu.edu> MIME-version: 1.0 X-Mailer: QUALCOMM Windows Eudora Pro Version 3.0.5 (32) Content-type: text/plain; charset="us-ascii" References: <200004181510.KAA06225@corn.cso.niu.edu> Sorry, but I can't stand not knowing. What is with this "real_name" biz? At 10:28 AM 04/18/2000 -0500, Elizabeth A Wardle wrote: >real_name >Unfortunately, at Iowa State, the technology far preceded the theory--and >people in the comp program are aware of that. Almost all sections are ...[snip] Ben.Reynolds@jhu.edu Voice: 410-516-0161 Coordinator, Center for Distance Education FAX: 410-516-0587 Center for Talented Youth The Johns Hopkins University http://www.jhu.edu/gifted/cde 3400 N. Charles ST, Baltimore, MD USA 21218 From teaching_composition-admin Tue Apr 18 11:17:22 2000 Received: from nova.bsuvc.bsu.edu (NOVA.BSUVC.BSU.EDU [147.226.56.70]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id LAA08604 for ; Tue, 18 Apr 2000 11:17:21 -0500 (CDT) Received: from BSUVC.bsu.edu by BSUVC.bsu.edu (PMDF V5.2-31 #35953) id <01JODO0VF5MO9S3YA8@BSUVC.bsu.edu> for teaching_composition@mailman.eppg.com; Tue, 18 Apr 2000 11:17:08 EST Date: Tue, 18 Apr 2000 11:17:08 -0500 (EST) From: rarice@bsuvc.bsu.edu Subject: Re: [Teaching_Composition] 1-Hello 2-4Cs 3-Michael Day In-reply-to: <200004181532.KAA08195@corn.cso.niu.edu> To: day michael Cc: tbrown1@iupui.edu, Trent.Batson@webct.com, teaching_composition@mailman.eppg.com Message-id: MIME-version: 1.0 Content-type: TEXT/PLAIN; charset=US-ASCII Tom, et al: I've been using the track changes tool in conjunction with an open-revision policy. That is, students can offer as many revisions as they want until the last day of the semester. I usually track changes with their previous draft and then add my feedback using Insert-->Comment. I often write a holistic note at the beginning of the paper, too, changing colors to offset. Works well. I can then store all drafts and all comments on all drafts. My students, when peer-responding, do not use track changes but they do use the comment feature and holistic response/color changing. .Rich Rice. Ball State _______________________________________________________________________________ --> Practicing 'Dis'course or 'Das'course <-- On Tue, 18 Apr 2000, day michael wrote: > real_name > Hi Tom! > I'd be glad to explain more about Track Changes in MS Word. > From the Tools menu, select Track Changes and then Highlight > Changes. If you want to see the changes tracked in color while > editing, select Track Changes While Editing. This can be annoying, > so many people elect to turn this off. However, I don't seem to be > able to get it to print the changes without it on. You can then > later use the Accept Changes or Reject Changes options to incorporate > the changes or not. One interesting exercise focusing on editing > might be to project a student's document which has been edited > in this fashion, and have the class help decide whether to reject > or accept each change. > > I hope this helps, > > Michael > > _______________________________________________ > Teaching_Composition maillist - Teaching_Composition@mailman.eppg.com > http://mailman.eppg.com/mailman/listinfo/teaching_composition > > From teaching_composition-admin Tue Apr 18 14:33:20 2000 Received: from mail.rdc1.ct.home.com (imail@ha1.rdc1.ct.home.com [24.2.0.66]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id OAA12530 for ; Tue, 18 Apr 2000 14:33:19 -0500 (CDT) Received: from cx623280-a.brown.edu ([24.4.181.217]) by mail.rdc1.ct.home.com (InterMail vM.4.01.02.00 201-229-116) with ESMTP id <20000418193318.ECBE26343.mail.rdc1.ct.home.com@cx623280-a.brown.edu> for ; Tue, 18 Apr 2000 12:33:18 -0700 Message-Id: <4.3.1.2.20000418152354.00b50d30@postoffice.brown.edu> X-Sender: Judy_Williamson@postoffice.brown.edu (Unverified) X-Mailer: QUALCOMM Windows Eudora Version 4.3.1 Date: Tue, 18 Apr 2000 15:31:27 -0400 To: "teachingcomp" From: Judy Williamson Subject: Re: [Teaching_Composition] What Evidence Shows In-Reply-To: Mime-Version: 1.0 Content-Type: multipart/alternative; boundary="=====================_5951090==_.ALT" --=====================_5951090==_.ALT Content-Type: text/plain; charset="us-ascii"; format=flowed Chris, Go to the Milken Exchange site -- http://www.mff.org/. Click on "Publications Request" or something like that. Look for this: The Impact of Education Technology on Student Achievement: What the Most Current Research Has to Say By John Schacter. This briefing outlines what current research has found about the impact of educational technology on learning and identifies resources for further study. Though this research is in its infancy, we are beginning to see solid work emerge. This report looks at some of the large-scale state and national studies as well as some innovative smaller studies that provide visions for new uses of technology in learning and instruction. The report is also available for download in PDF format. While the findings are for K12, they present a meta-analysis of over 500 studies that look at the effectiveness of technology and could have implications for post-secondary. I think some of the report reads like smoke and mirrors, but it's interesting. Judy At 10:39 AM 4/18/2000, Chris Amirault wrote: >I've worked with computers and writing for a while and taught in a >rudimentarily networked classroom for intro comp back in 1991; as I >result, I don't need convincin'. However, I work in an education >department that has been loathe to discuss educational technology, and >this claim would make such discussions easier and more persuasive. >Specifically, I would love to know where that evidence is that shows these >claims are indeed true. > >Chris --=====================_5951090==_.ALT Content-Type: text/html; charset="us-ascii" Chris,

Go to the Milken Exchange site -- http://www.mff.org/.  Click on "Publications Request" or something like that.  Look for this:

The Impact of Education Technology on Student Achievement: What the Most Current Research Has to Say
By John Schacter. This briefing outlines what current research has found about the impact of educational technology on learning and identifies resources for further study. Though this research is in its infancy, we are beginning to see solid work emerge. This report looks at some of the large-scale state and national studies as well as some innovative smaller studies that provide visions for new uses of technology in learning and instruction. The report is also available for download in PDF format.

While the findings are for K12, they present a meta-analysis of over 500 studies that look at the effectiveness of technology and could have implications for post-secondary.  I think some of the report reads like smoke and mirrors, but it's interesting. 

Judy

At 10:39 AM 4/18/2000, Chris Amirault wrote:
I've worked with computers and writing for a while and taught in a rudimentarily networked classroom for intro comp back in 1991; as I result, I don't need convincin'. However, I work in an education department that has been loathe to discuss educational technology, and this claim would make such discussions easier and more persuasive. Specifically, I would love to know where that evidence is that shows these claims are indeed true.

Chris
--=====================_5951090==_.ALT-- From teaching_composition-admin Tue Apr 18 20:52:24 2000 Received: from mantaray.intercom.net (mantaray.intercom.net [208.236.173.250]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id UAA19864 for ; Tue, 18 Apr 2000 20:52:11 -0500 (CDT) Received: from drallie (s833.intercom.net [208.236.174.125]) by mantaray.intercom.net (8.9.1/8.9.1) with SMTP id VAA11625 for ; Tue, 18 Apr 2000 21:51:49 -0400 (EDT) Message-Id: <4.1.20000418214227.00ab5ba0@pop3.intercom.net> X-Sender: drallie@pop3.intercom.net X-Mailer: QUALCOMM Windows Eudora Pro Version 4.1 Date: Tue, 18 Apr 2000 21:54:59 -0400 To: Teaching_Composition@mailman.eppg.com From: "Allison S. Bartlett, PhD" Subject: [Teaching_Composition] [Teaching _Composition] A Practical Question In-Reply-To: <200004181621.LAA12974@corn.cso.niu.edu> Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" Hi, folks: (I apparently sent this to the wrong address. . .I've no idea where it ended up. . .so I copied my copy, revised it, and am resending. I hope the first version doesn't show up. . .) Anyway: I've a question for those more experienced than I. What do you do when students arrive without the prerequisite assignment? What do you do with those unable to contribute to the peer evaluation or editing or commenting? Or even a less elaborate assignment in an networked classroom? What if you assign a paragraph as the basis for small group collaboration, expecting the students will each arrive with one, and they don't? Where do you put those students? How do you handle "networking" when some of them don't have the basis for the collaborative activity? What if you've already assigned groups? (A question posed by someone who's been extremely frustrated with this situation. . .who has attempted several [all unsatisfactory] resolutions of the problem of what to do with those students who are unprepared while others are working [seamlessly, of course] through the lesson plan. . .but who then worries about those who haven't worked through that lesson plan because they missed it. . . ..) Allison Wor-Wic Community College From teaching_composition-admin Tue Apr 18 21:20:32 2000 Received: from corn.cso.niu.edu (tb0mxd1@corn.cso.niu.edu [131.156.1.37]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id VAA20873 for ; Tue, 18 Apr 2000 21:20:31 -0500 (CDT) Received: (from tb0mxd1@localhost) by corn.cso.niu.edu (8.9.1/8.9.1) id VAA27879; Tue, 18 Apr 2000 21:20:30 -0500 (CDT) Date: Tue, 18 Apr 2000 21:20:30 -0500 (CDT) From: day michael Message-Id: <200004190220.VAA27879@corn.cso.niu.edu> To: Teaching_Composition@mailman.eppg.com, drallie@shore.intercom.net Subject: Re: [Teaching_Composition] [Teaching _Composition] A Practical Question Allison, I'll bet others have far more productive and imaginative answers to your questions, but let me take a stab. When students arrive in class unprepared, some teachers will send them away with a 0 for class participation, still others will let them stay and still give them a 0. Me, I refuse to let it ruffle my feathers. Although it's clear that there are penalties for not being prepared, I generally expect that a student or two will come in unprepared. While I don't like this, the teacherly part of me says that I prefer that the student came rather than be absent. So, as part of my plan B, plan C, and plan D (and so on) of possible routes the class could take depending upon who shows up and how successful I feel we are, I will generally have a plan for those who show up unprepared. If we are peer reviewing and they don't have a draft, they work on creating a draft or developing a topic. Or I might have a small group of students who are not prepared brainstorming online together on a totally different topic, which could become a paper topic. One thing I've learned about any writing class, even one composed of people who are "prepared" for the day, is that many have different needs, different ways of knowing, learning, inventing, drafting, collecting information, revising, etc. When something isn't working, even just for one student, in a lab or workshop setting, I don't hesitate to help them find an alternate activity that will help the student meet the same general class goals. The key to freedom to me was figuring out that students didn't all have to be doing the same thing at the same time, and conspiring with them to find other ways to inspire them and help them write. Does this make any sense? If anyone else is listening, chime in and help me here. Michael From teaching_composition-admin Tue Apr 18 22:05:40 2000 Received: from nova.bsuvc.bsu.edu (NOVA.BSUVC.BSU.EDU [147.226.56.70]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id WAA21467 for ; Tue, 18 Apr 2000 22:05:34 -0500 (CDT) Received: from BSUVC.bsu.edu by BSUVC.bsu.edu (PMDF V5.2-31 #35953) id <01JOEANP2TIO9S41SW@BSUVC.bsu.edu> for Teaching_Composition@mailman.eppg.com; Tue, 18 Apr 2000 22:05:28 EST Date: Tue, 18 Apr 2000 22:05:28 -0500 (EST) From: rarice@bsuvc.bsu.edu Subject: Re: [Teaching_Composition] [Teaching _Composition] A Practical Question In-reply-to: <200004190220.VAA27879@corn.cso.niu.edu> To: day michael Cc: Teaching_Composition@mailman.eppg.com, drallie@shore.intercom.net Message-id: MIME-version: 1.0 Content-type: TEXT/PLAIN; charset=US-ASCII Allison and Michael: I'm listening. ;-) I think Michael--as usual--has hit the nail on the head here. Teaching in general, and teaching with computer-mediated tools specifically, requires multiple plans *AND* an ability for teachers to embrace chaos. Creating flexible environments which allow students to go into directions they're most interested in is that "teachable moment" in its most pure state. One thing that I like to do in my classes is seek out what students already know (in the beginning of the semester) on a given subject. I give them readings and encourage students to relate *THEIR* experience to the text. Then, the rest of the class is connecting the unknown to the known. If students do not come with assignments for the day, etc., if they're "underprepared" for something in particular, I have them capitalize on what they are prepared for. That is, creating assignments and environments which enable students to connect the unknown to whatever known they have at the moment, is key. Easier said then done, of course. .Rich Rice. _______________________________________________________________________________ --> Practicing 'Dis'course or 'Das'course <-- On Tue, 18 Apr 2000, day michael wrote: > real_name > Allison, I'll bet others have far more productive and imaginative > answers to your questions, but let me take a stab. > > When students arrive in class unprepared, some teachers will send > them away with a 0 for class participation, still others will let > them stay and still give them a 0. > > Me, I refuse to let it ruffle my feathers. Although it's clear that > there are penalties for not being prepared, I generally expect that > a student or two will come in unprepared. While I don't like this, > the teacherly part of me says that I prefer that the student came > rather than be absent. > > So, as part of my plan B, plan C, and plan D (and so on) of possible > routes the class could take depending upon who shows up and how > successful I feel we are, I will generally have a plan for those > who show up unprepared. If we are peer reviewing and they don't > have a draft, they work on creating a draft or developing a topic. > Or I might have a small group of students who are not prepared > brainstorming online together on a totally different topic, which > could become a paper topic. > > One thing I've learned about any writing class, even one composed > of people who are "prepared" for the day, is that many have > different needs, different ways of knowing, learning, inventing, > drafting, collecting information, revising, etc. When something > isn't working, even just for one student, in a lab or workshop > setting, I don't hesitate to help them find an alternate activity > that will help the student meet the same general class goals. > > The key to freedom to me was figuring out that students didn't > all have to be doing the same thing at the same time, and conspiring > with them to find other ways to inspire them and help them write. > > Does this make any sense? If anyone else is listening, chime in > and help me here. > > Michael > > _______________________________________________ > Teaching_Composition maillist - Teaching_Composition@mailman.eppg.com > http://mailman.eppg.com/mailman/listinfo/teaching_composition > > From teaching_composition-admin Wed Apr 19 10:59:09 2000 Received: from vega.brown.edu (vega.services.brown.edu [128.148.19.202]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id KAA09776 for ; Wed, 19 Apr 2000 10:59:08 -0500 (CDT) Received: from [128.148.145.66] ([128.148.145.66]) by vega.brown.edu (8.9.3/8.9.3) with ESMTP id LAA16835 for ; Wed, 19 Apr 2000 11:59:09 -0400 (EDT) Mime-Version: 1.0 X-Sender: Christopher_Amirault@postoffice.brown.edu Message-Id: In-Reply-To: <4.1.20000418214227.00ab5ba0@pop3.intercom.net> References: <4.1.20000418214227.00ab5ba0@pop3.intercom.net> Date: Wed, 19 Apr 2000 11:59:44 -0500 To: Teaching_Composition@mailman.eppg.com From: Chris Amirault Subject: Re: [Teaching_Composition] [Teaching _Composition] A Practical Question Content-Type: text/plain; charset="us-ascii" ; format="flowed" Alison asked, >Anyway: I've a question for those more experienced than I. What do you do >when students arrive without the prerequisite assignment? To add to the good suggestions that precede my msg, I try to treat this as a logistical problem for teacher and student both. Many students just aren't good at setting priorities or making decisions about their workload, so I try to think of this as a teachable moment. Being a fan of the game Monopoly, I have become quite enamored of my equivalent of a "Get Out of Jail Free" card, which I call a weekly pass or something. At the start of a course I explain that I understand that life -- other courses, work, family -- often makes it impossible to be completely prepared for class sometimes, and that, on those days, they can use one of their three weekly passes, which gives them one week to do the requisite work. Students appreciate it bc it is a good-faith method to build in flexibility without giving away the store, and I like it bc it makes them responsible for their own lack of preparedness. Seems to work -- and if someone has used all three by week four, you know who needs some serious attention to these matters. Chris Amirault From teaching_composition-admin Wed Apr 19 17:49:42 2000 Received: from beach.silcom.com (beach.silcom.com [199.201.128.19]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id RAA18143 for ; Wed, 19 Apr 2000 17:49:41 -0500 (CDT) Received: from www (pm5-36.sba1.avtel.net [207.71.222.36]) by beach.silcom.com (Postfix) with SMTP id DB2471457E3 for ; Wed, 19 Apr 2000 15:48:02 -0700 (PDT) From: "Chris Johnston" To: Subject: [Teaching_Composition] track changes, insert-->comment Date: Wed, 19 Apr 2000 15:47:58 -0700 Message-ID: MIME-Version: 1.0 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: 7bit X-Priority: 3 (Normal) X-MSMail-Priority: Normal X-Mailer: Microsoft Outlook IMO, Build 9.0.2416 (9.0.2910.0) X-MIMEOLE: Produced By Microsoft MimeOLE V5.00.2615.200 Importance: Normal ^^^^^^^^^not my real_name ;-) I accidently sent this message only to Rich, but thought the rest of the list might want to see it/comment on it. ------- Rich, I'm intrigued by your use of track changes and Insert-->Comment features in MS Word. I have a couple of practical questions: how do students submit these drafts? Disks, LAN folders, over the web? One thing I try to avoid is reliance on any one particular type of software, but this makes good use of the MS bells & whistles, which, arguably, is ubiquitous enough to rely on. But do you find software conflicts to be much of a problem? I know you're interested in electronic portfolios (a concept I don't fully understand, at least not your application of them), and perhaps this drafting/revising process is all related to your use of e-portfolios? Would you mind divulging a bit of your method? Thanks, Chris Johnston ---- Chris J. Johnston Language, Literacy, and Composition Studies Graduate School of Education University of California--Santa Barbara chrisj@education.ucsb.edu From teaching_composition-admin Thu Apr 20 10:48:02 2000 Received: from jhuml2.hcf.jhu.edu (jhuml2.hcf.jhu.edu [128.220.2.87]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id KAA11363 for ; Thu, 20 Apr 2000 10:47:55 -0500 (CDT) Received: from jhunix.hcf.jhu.edu (jhunix.hcf.jhu.edu [128.220.2.5]) by jhmail.hcf.jhu.edu (PMDF V5.2-31 #37929) with ESMTP id <01JOGHN4OIQ4FYEQW5@jhmail.hcf.jhu.edu> for Teaching_Composition@mailman.eppg.com; Thu, 20 Apr 2000 11:47:25 EDT Received: from 128 ([128.220.149.157]) by jhunix.hcf.jhu.edu (980427.SGI.8.8.8/970903.SGI.AUTOCF) via SMTP id LAA50717 for ; Thu, 20 Apr 2000 11:47:45 -0400 (EDT) Date: Thu, 20 Apr 2000 11:46:24 -0400 From: Ben Reynolds Subject: Re: [Teaching_Composition] [Teaching _Composition] A Practical Question In-reply-to: X-Sender: ewt2@jhunix.hcf.jhu.edu To: Teaching_Composition@mailman.eppg.com Message-id: <3.0.5.32.20000420114624.00a00c00@jhunix.hcf.jhu.edu> MIME-version: 1.0 X-Mailer: QUALCOMM Windows Eudora Pro Version 3.0.5 (32) Content-type: text/plain; charset="us-ascii" References: <200004190220.VAA27879@corn.cso.niu.edu> Along with Chris's comment about the weekly pass, which is a great approach, I like what Rich is up to below. I think this is my approach, too. Of course, I dish out the "how can you do this to us?" guilt trip -- it's not about me but it is about workshopping with all of us -- and then I have them participate in workshops, peer review, what have you. After working with a fair number of dyslexic Art Dept students in a required 2nd level comp course at Big State Commuter University, I figured out that it is easier for them to talk (or keyboard-on-the-fly, if you want) than to come up w/ a presentable draft. Dyslexics can do it, but more slowly. So, to get mystical, you temper disappointment with love and an appreciation for what they are prepared for/what they can contribute to the group. At 10:05 PM 04/18/2000 -0500, rarice@bsuvc.bsu.edu wrote: >real_name >Allison and Michael: > [snip] If students do not come with assignments for the >day, etc., if they're "underprepared" for something in particular, I have >them capitalize on what they are prepared for. That is, creating >assignments and environments which enable students to connect the unknown >to whatever known they have at the moment, is key. > >Easier said then done, of course. > >.Rich Rice. Ben.Reynolds@jhu.edu Voice: 410-516-0161 Coordinator, Center for Distance Education FAX: 410-516-0587 Center for Talented Youth The Johns Hopkins University http://www.jhu.edu/gifted/cde 3400 N. Charles ST, Baltimore, MD USA 21218 From teaching_composition-admin Sun Apr 23 20:39:03 2000 Received: from imo19.mx.aol.com (imo19.mx.aol.com [152.163.225.9]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id UAA26454 for ; Sun, 23 Apr 2000 20:39:03 -0500 (CDT) From: AimeeDHall@aol.com Received: from AimeeDHall@aol.com by imo19.mx.aol.com (mail_out_v25.3.) id z.36.4f3c9c8 (3872) for ; Sun, 23 Apr 2000 21:38:28 -0400 (EDT) Message-ID: <36.4f3c9c8.2634ff94@aol.com> Date: Sun, 23 Apr 2000 21:38:28 EDT Subject: [Teaching_Composition] student efforts in lab. To: teaching_composition@mailman.eppg.com MIME-Version: 1.0 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit X-Mailer: AOL 5.0 for Windows sub 104 Since there seems to be a lull in the discussion, I'll ask a question that may or may not generate a response or two. In my short teaching career, I've found that my students have a tendency to write less than in the normal class. It SEEMS to me that they might be under the impression that the focus of the lab assignment is mastering the technology (for example, learning how to post to a message board) and not on composition (developing CONTENT for the post). Despite my efforts to stress the importance of writing and to de-emphasize the medium for that writing, I still recieved very short, un-developed writing. Students responded to the prompt in as few words as possible, then exclaimed "I'm done," and asked to leave early. I now include length requirements in my lab prompts--"your answer should be X paragraphs long"-- but I still find that responses are not as well developed as traditional classroom responses. Can anyone give me advice about how to elicit more in-depth responses in a more effective and/or subtle way? Aimee Hall AimeeDHall@aol.com Teaching Assistant Northern Illinois University From teaching_composition-admin Sun Apr 23 21:30:29 2000 Received: from oats.farm.niu.edu (oats.farm.niu.edu [131.156.99.3]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id VAA27617 for ; Sun, 23 Apr 2000 21:30:29 -0500 (CDT) Received: from [131.156.128.221] (ts8-29.cso.niu.edu [131.156.128.221]) by oats.farm.niu.edu (8.9.3/8.9.3) with SMTP id VAA00221 for ; Sun, 23 Apr 2000 21:29:57 -0500 (CDT) Message-Id: <200004240229.VAA00221@oats.farm.niu.edu> Subject: Re: [Teaching_Composition] student efforts in lab. Date: Sun, 23 Apr 00 21:30:38 -0500 x-sender: z009714@oats.farm.niu.edu x-mailer: Claris Emailer 2.0v2, June 6, 1997 From: Matt Duncan To: Mime-Version: 1.0 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: 8bit X-MIME-Autoconverted: from quoted-printable to 8bit by greenhouse.eppg.com id VAA27618 Hello folks, This is my first post to this list, but I'm a co-conspirator with Aimee, Michael, Meredith, and Eric on the current web posting and discussion topic. In response to Aimee's question, and to add another potential tangent: I, too, notice students treating lab assignments as either opportunities to learn new tools and gizmos, or as just another version of email. The problem here, and the source of anxiety for me, is that I don't know how I feel about demanding "good writing" and "good grammar" in email. The linguistics/grammar scene here at NIU seems to maintain that email does not require professional/academic grammar, and that shorthand and the like are acceptable. For many of my students, this carries over to anything that is done outside of a Word Processor application. "Posting" to a message-board or listserv is separate from composition, less structured (in their minds, I think) and therefore less formal. I think that having students compose their responses in the Word Processing application (like MS Word, Wordperfect, etc.) and then cut/copy & paste their text into the message board or into an email may be one way to "formalize" student lab work. Since there's already a multi-step procedure, adding the steps of "proofread" and "revise" may not seem like such a task. Another potential idea is to incorporate the METHODS of that revision and composition into the assignment itself. Assign two drafts, perhaps the first in a notebook/journal. Grade the improvement or development along with the content of the response itself. After a few times like, maybe it won't be necessary anymore. I think Aimee hits the problem dead on, though: > Despite my efforts to stress the importance of writing > and to de-emphasize the medium for that writing The medium and the cultural/mental baggage it carries can affect the nature and quality of responses. --Matt ________________________________________ "Political language‹and with variations this is true of all political parties, from Conservatives to Anarchists‹is designed to make lies sound truthful and murder respectable, and to give an appearance of solidity to pure wind." ‹George Orwell From teaching_composition-admin Sun Apr 23 22:19:24 2000 Received: from mail.kwom.com (root@mail.kwom.com [206.185.16.5]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id WAA28723 for ; Sun, 23 Apr 2000 22:19:24 -0500 (CDT) Received: from kwom.com (pm3-1-43.kwom.com [206.185.17.43]) by mail.kwom.com (8.9.2/8.8.8) with ESMTP id WAA21337 for ; Sun, 23 Apr 2000 22:18:18 -0500 (CDT) Message-ID: <3903BDD4.67704485@kwom.com> Date: Sun, 23 Apr 2000 22:22:17 -0500 From: Kafkaz Reply-To: Kafkaz@kwom.com Organization: College of DuPage X-Mailer: Mozilla 4.5 [en] (Win95; I) X-Accept-Language: en MIME-Version: 1.0 To: teaching_composition@mailman.eppg.com Subject: Re: [Teaching_Composition] student efforts in lab. References: <200004240229.VAA00221@oats.farm.niu.edu> Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit AimeeDHall@aol.com wrote: > > I now include length requirements in my lab prompts--"your answer should be X > paragraphs long"-- but I still find that responses are not as well developed > as traditional classroom responses. Can anyone give me advice about how to > elicit more in-depth responses in a more effective and/or subtle way? > > Aimee Hall One thing that can work pretty well is to write in response to some or all of the prompts yourself, then post your responses for the class to read. It's a bit time consuming, and it means staying a jump or two ahead of what you have planned for class (at least, I like to have my responses posted the evening before class begins so that students can read them before or as they write, if they wish), but there are some real benefits. First, when teacher does the assignment too, the workshop (ideas in progress here!) atmosphere we strive to develop in class becomes somehow more real--more palpable. Surprises students, pleasantly, to see their teacher wrestling with the same ideas they are, and it makes it possible for the teacher honestly to address her struggles with it. Second, it gives the teacher a chance to view the assignment in an entirely different light. I think it wasn't until I began writing with my students as often as possible that I really came to appreciate how the way I structure or word an assignment can actually generate problems. Third, and not by any means least, it's fun. Seems really weird to have become a writing teacher largely because one loves to write, and then to discover that teaching writing allows little time for writing oneself. Too strange! This solves that. Keeps me, at least, in touch with why I love doing this crazy, sometimes exhausting, thing we do. A potential drawback that someone always brings up when I make this suggestion, and rightly so, is that some students might be intimidated by the teacher's writing--afraid that theirs will, somehow, not measure up. The way around that, I think, is to keep your writing for them as genuine as possible. I take odd twists and turns when I'm in a rush of invention, make tons of goofs when I draft, and often have to tweak the structure--beginnings and endings, in particular--as I revise. Being honest about both having more years of experience as a writer than students do, *and* still having a heck of a long ways to go before approaching anything even on the outskirts of perfection seems a good way to take advantage of the benefits of writing with students without inadvertently silencing them. Plus, since I post my writing to our web space, the students who want to ignore it can. (Of course, I set up the space so that *everybody's* writing is accessible, so similar benefits flow from that. Often, students who are feeling stuck, or who are having a hard time developing the habit of elaborating on ideas get helped along tremendously by surveying the writing of their peers.) Kathy at C.O.D. From teaching_composition-admin Mon Apr 24 14:43:03 2000 Received: from wolftree.ULT (wolftree.webct.com [140.239.69.11]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id OAA22375 for ; Mon, 24 Apr 2000 14:43:02 -0500 (CDT) Received: from TrentBatson (webct126.webct.com [140.239.69.126]) by wolftree.ULT with SMTP (Microsoft Exchange Internet Mail Service Version 5.5.2448.0) id 2WFYR27X; Mon, 24 Apr 2000 15:57:56 -0400 Message-ID: <026101bfae25$5ad38da0$7e45ef8c@ULT> From: "Trent Batson" To: "tc" Subject: [Teaching_Composition] This list Date: Mon, 24 Apr 2000 15:43:24 -0400 MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="----=_NextPart_000_025E_01BFAE03.D3B2AB60" X-Priority: 3 X-MSMail-Priority: Normal X-Mailer: Microsoft Outlook Express 5.00.2919.6600 X-MimeOLE: Produced By Microsoft MimeOLE V5.00.2919.6600 This is a multi-part message in MIME format. ------=_NextPart_000_025E_01BFAE03.D3B2AB60 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Hi all: Monday greetings. A bunch of new people have been added to the = list, so I'll make some comments about our guiding ideas here. This list is a service of McGraw-Hill, and the service is supported in = part by WebCT (my company). The idea is to provide a place where = disciplinary leaders (Michael Day at Northern Illinois University is = "on" this week) can talk about issues within our field that newer = members of the discipline would like to hear about. In other words, a = semi-public schmoozing spot. Every two weeks, a new disciplinary leader joins us and serves as guest = moderator. The materials for each new disciplinary leader are posted on = our Web site at: http://www.mhhe.com/socscience/english/tc/ Currently, we are discussing "teaching composition in a networked = classroom." Michael, if you want to sum up what's happened in the last week, that = might be helpful. Welcome to all our new members. Trent _________________ Trent Batson, Ph.D., Consultant WebCT Two Corporation Way Peabody, MA 01960 978-538-0036 401-225-5009 (cell) 978-538-0309 (fax) www.webct.com ------=_NextPart_000_025E_01BFAE03.D3B2AB60 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable
Hi all:  Monday greetings.  A = bunch of=20 new people have been added to the list, so I'll make some comments about = our=20 guiding ideas here.
 
This list is a service of McGraw-Hill, = and the=20 service is supported in part by WebCT (my company).  The idea is to = provide=20 a place where disciplinary leaders (Michael Day at Northern Illinois = University=20 is "on" this week) can talk about issues within our field that newer = members of=20 the discipline would like to hear about.  In other words, a = semi-public=20 schmoozing spot.
 
Every two weeks, a new disciplinary = leader joins us=20 and serves as guest moderator.  The materials for each new = disciplinary=20 leader are posted on our Web site at:
 
http://www.mhhe.com/s= ocscience/english/tc/
 
Currently, we are discussing "teaching = composition=20 in a networked classroom."
 
Michael, if you want to sum up what's = happened in=20 the last week, that might be helpful.
 
Welcome to all our new = members.
 
Trent
_________________
Trent = Batson,=20 Ph.D.,
Consultant
WebCT
Two Corporation Way
Peabody, MA=20 01960
 
978-538-0036
401-225-5009 = (cell)
978-538-0309=20 (fax)
www.webct.com
 
 
------=_NextPart_000_025E_01BFAE03.D3B2AB60-- From teaching_composition-admin Mon Apr 24 18:02:12 2000 Received: from corn.cso.niu.edu (tb0mxd1@corn.cso.niu.edu [131.156.1.37]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id SAA26528 for ; Mon, 24 Apr 2000 18:02:12 -0500 (CDT) Received: (from tb0mxd1@localhost) by corn.cso.niu.edu (8.9.1/8.9.1) id SAA12015; Mon, 24 Apr 2000 18:02:07 -0500 (CDT) Date: Mon, 24 Apr 2000 18:02:07 -0500 (CDT) From: day michael Message-Id: <200004242302.SAA12015@corn.cso.niu.edu> To: Trent.Batson@webct.com, teaching_composition@mailman.eppg.com Subject: Re: [Teaching_Composition] This list Hi again everyone on Teaching Composition! Thanks to Trent for keeping me on task; with all the papers to grade and students knocking at my door, I have been hard pressed to find time to get back to this discussion. But now it's time for a recap, and another call for responses from those of you who are out there just dying to send in a question or comment. A week ago I asked you to make sure you had seen our web site for this section of tcomp, http://www.engl.niu.edu/tcomp, then I asked for questions, concerns, and feedback on the site and its underlying principles. I also posed the following questions to get discussion going. These are still open for discussion! *My supervisor requires me to teach in a computer classroom; what should I do? *I'd like to take my class to a computer classroom, but our composition program does not have one. What should I do? *I teach in a computer classroom, and my colleagues think I am wasting my students' time. How should I explain what we do to them? *My students participate in face-to-face discussion, but I can't get them to discuss at any length with much conviction on line. What should I do? *The server crashed and the machines are all useless. My fifty minutes of precious time are evaporating. Now what? *Publishers of are asking me to adopt their writing/courseware package for my class. How should I decide what to use? *Besides this list, where can I look for help and advice? Elizabeth Wardle then asked a provocative question about being forced to teach in a computer classroom without adequate preparation and not seeing in her classes the benefits and community building many of us "technorhetoricians" rave about. Meredith Larson and I responded at length, just check out the archive at http://mailman.eppg.com/mailman/private/teaching_composition/2000 -April/thread.html to follow the thread. Overall, we advocated being flexible, having a "plan B," finding a balance of face-to- face activities, using student experts, pairing up students, and reminding students of real world applications for writing on computers and networks. Those who are looking for sources for evidence about the benefits of using a networked writing classroom should check out the "What Evidence Shows" thread started by Chris Amirault and answered by Linda Adler-Kassner and Judy Williamson. Tom Brown started an interesting thread early last week on using Track Changes in MS Word for student revisions. Rich Rice and Chris Johnston provided some excellent examples. Then Tuesday, Allison Bartlett asked what to do about students who come to the lab unprepared, provoking me into one of my predictable "let students work on different projects" responses. But then Chris Amirault, Rich Rice, and Ben Reynolds jumped in with some great discussion of strategies for keeping students involved and on task. Dean Rehberger also commented, but I just realized that the response came only to me; I have asked that the message be reposted. This took us into Thursday, at which point I think we all needed a breather for the weekend. Aimee Hall and Matt Duncan posted last night, but I don't see Matt's post in the archives. Any idea why it does not show up, Trent? Anyway, Aimee asked about a familiar problem, that student responses in electronic environments often tend to be shorter, so short of stating strict page or paragraph requirements, how do we inspire them to write at greater length? Kathy Fitch responded that we teachers should be writing in response to our prompts too. Good models, gives us better perspective on how our students feel, etc. I'm really in awe of Kathy that she has the time to do this. Wow! But back to Aimee's question, I too find myself falling back on very explicit guidelines for page or paragraph length of an acceptable response, and I feel squeamish about having to do that. Surely there must be ways of constructing writing prompts that naturally demand more development, more exposition? At least I figured out how to write peer evaluation questions that can't be answered with a "yes" or "no"! I changed the structure of the question from "Does the writer…?" to "How does the writer…?" and use the word "describe" a lot. Matt has a good point about the lax standards for grammar and correctness in e-mail, simply because the computer communication culture has fostered a kind of easy shorthand for quick messages. Matt's solution, to compose first in a word processor, sounds like a good strategy. I've also tried asking students to do multiple drafts of e-mail for professional purposes, reminding them that getting a response from someone they don't know might depend on their writing appearing as professional as possible. But this is written up elsewhere (see http://www.engl.niu.edu/mday/web/GALINCHA.html if interested). I've gone on way too long, but I hope this fits what you were looking for in the way of a summary, Trent. Back to list members: What questions and concerns do YOU have about teaching composition in a networked classroom? I know that there are lots of new list members out there; won't you come out and play? Best, Michael From teaching_composition-admin Mon Apr 24 18:39:50 2000 Received: from smtp.ufl.edu (sp28fe.nerdc.ufl.edu [128.227.128.108]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id SAA27671 for ; Mon, 24 Apr 2000 18:39:50 -0500 (CDT) Received: from nwe.ufl.edu (ppp-s250-n37-as2.nerdc.ufl.edu [128.227.250.37]) by smtp.ufl.edu (8.9.3/8.9.3/2.2.1) with ESMTP id TAA300144; Mon, 24 Apr 2000 19:39:39 -0400 Message-ID: <3904A2C6.7D99A770@nwe.ufl.edu> Date: Mon, 24 Apr 2000 19:38:56 +0000 From: ronan Reply-To: ronan@nwe.ufl.edu Organization: little, if any X-Mailer: Mozilla 4.06 (Macintosh; U; PPC) MIME-Version: 1.0 To: day michael CC: Trent.Batson@webct.com, teaching_composition@mailman.eppg.com Subject: Re: [Teaching_Composition] This list References: <200004242302.SAA12015@corn.cso.niu.edu> Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit day michael wrote: > > Elizabeth Wardle then asked a provocative question about being > forced to teach in a computer classroom without adequate > preparation and not seeing in her classes the benefits and > community building many of us "technorhetoricians" rave about. > Meredith Larson and I responded at length, just check out the > archive at > http://mailman.eppg.com/mailman/private/teaching_composition/2000 > -April/thread.html to follow the thread. Overall, we advocated > being flexible, having a "plan B," finding a balance of face-to- > face activities, using student experts, pairing up students, and > reminding students of real world applications for writing on > computers and networks. michael, when I go to this URL I am asked for my Teaching_Composition password. Have I been issued such a thing? Why do I need a password to read the archives of a list I am subscribed to? What are the advantages a password protected archive offer? anyway, just thought I would ask. ronan From teaching_composition-admin Mon Apr 24 21:36:44 2000 Received: from corn.cso.niu.edu (tb0mxd1@corn.cso.niu.edu [131.156.1.37]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id VAA01315 for ; Mon, 24 Apr 2000 21:36:43 -0500 (CDT) Received: (from tb0mxd1@localhost) by corn.cso.niu.edu (8.9.1/8.9.1) id VAA21386; Mon, 24 Apr 2000 21:36:39 -0500 (CDT) Date: Mon, 24 Apr 2000 21:36:39 -0500 (CDT) From: day michael Message-Id: <200004250236.VAA21386@corn.cso.niu.edu> To: ronan@nwe.ufl.edu Subject: Re: [Teaching_Composition] This list Cc: Trent.Batson@webct.com, teaching_composition@mailman.eppg.com Good point, John! I forgot to mention in my post that there is in fact a password to the archive, but it's the same password all of us were issued when we signed on to Teaching_Composition. Being too dumb to find mine, I just looked around until I found a button that said "Send me my password" after I typed in my e-mail address, and in seconds I was reminded of the password. Maybe Trent can explain more, but I would imagine that the password protection is out of consideration for the privacy of those who participate in the Teaching_Composition discussion. Although many of us don't care who reads what we post, some of us might want some restrictions, at least the restriction to people subscribed to the list. Anyway, that's my theory. But thanks for reminding me to tell everyone that they need a password to read the archives, and how to get it if you forgot it. Best, Michael From teaching_composition-admin Tue Apr 25 13:30:21 2000 Received: from wolftree.ULT (wolftree.webct.com [140.239.69.11]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id NAA23871 for ; Tue, 25 Apr 2000 13:30:20 -0500 (CDT) Received: from TrentBatson (webct158.webct.com [140.239.69.158]) by wolftree.ULT with SMTP (Microsoft Exchange Internet Mail Service Version 5.5.2448.0) id 2WFYRP9M; Tue, 25 Apr 2000 14:45:44 -0400 Message-ID: <015201bfaee4$69c8b140$9e45ef8c@ULT> From: "Trent Batson" To: "teachingcomp" Subject: [Teaching_Composition] teachingcomp: avoiding hard questions? Date: Tue, 25 Apr 2000 14:31:03 -0400 MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="----=_NextPart_000_014F_01BFAEC2.E26324E0" X-Priority: 3 X-MSMail-Priority: Normal X-Mailer: Microsoft Outlook Express 5.00.2919.6600 X-MimeOLE: Produced By Microsoft MimeOLE V5.00.2919.6600 This is a multi-part message in MIME format. ------=_NextPart_000_014F_01BFAEC2.E26324E0 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable The networked classroom, as Michael and I think of it, involves students = and faculty all in a classroom but communicating via a chat tool instead = of talking (at least for part of the time, anyway). Having done this since 1985, I am painfully aware of the many problems = as well as joyfully aware of the many pleasures. From flaming, to ganging up on one student, to the tendency to write = short, flip responses -- From the network failing to students losing all their work From the teacher losing all authority to students deciding they can join = class from the comfort of their dorm room And from vital, engaging discussions to having to force students to = leave, finally, about 30 minutes after the class was supposed to end Or from students having an epiphany about the value of knowing who you = are writing to, to students discovering that they are witty writers = after all . . . We've compared it to riding a one-eyed horse (anyone know that poem?) Or to existing WITHIN an evolving text. Anyway you look at it, energies are released. Your job, should you = accept it, is to use those energies. =20 This message will self-destruct in 5 seconds. _________________ Trent Batson, Ph.D., Consultant WebCT Two Corporation Way Peabody, MA 01960 978-538-0036 401-225-5009 (cell) 978-538-0309 (fax) www.webct.com ------=_NextPart_000_014F_01BFAEC2.E26324E0 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable
The networked classroom, as Michael and = I think of=20 it, involves students and faculty all in a classroom but communicating = via a=20 chat tool instead of talking (at least for part of the time,=20 anyway).
 
Having done this since 1985, I am = painfully aware=20 of the many problems as well as joyfully aware of the many=20 pleasures.
 
From flaming, to ganging up on one = student, to the=20 tendency to write short, flip responses --
 
From the network failing to students = losing all=20 their work
 
From the teacher losing all authority = to students=20 deciding they can join class from the comfort of their dorm = room
 
And from vital, engaging discussions to = having to=20 force students to leave, finally, about 30 minutes after the class was = supposed=20 to end
 
Or from students having an epiphany = about the value=20 of knowing who you are writing to, to students discovering that they are = witty=20 writers after all . . .
 
We've compared it to riding a one-eyed = horse=20 (anyone know that poem?)
 
Or to existing WITHIN an evolving=20 text.
 
Anyway you look at it, energies are = released. =20 Your job, should you accept it, is to use those energies.  =
 
This message will self-destruct in 5=20 seconds.

_________________
Trent Batson,=20 Ph.D.,
Consultant
WebCT
Two Corporation Way
Peabody, MA=20 01960
 
978-538-0036
401-225-5009 = (cell)
978-538-0309=20 (fax)
www.webct.com
 
 
------=_NextPart_000_014F_01BFAEC2.E26324E0-- From teaching_composition-admin Tue Apr 25 14:22:42 2000 Received: from imo-d02.mx.aol.com (imo-d02.mx.aol.com [205.188.157.34]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id OAA25215 for ; Tue, 25 Apr 2000 14:22:41 -0500 (CDT) From: AimeeDHall@aol.com Received: from AimeeDHall@aol.com by imo-d02.mx.aol.com (mail_out_v25.3.) id z.5a.446a25e (6094) for ; Tue, 25 Apr 2000 15:22:06 -0400 (EDT) Message-ID: <5a.446a25e.26374a5e@aol.com> Date: Tue, 25 Apr 2000 15:22:06 EDT Subject: Re: [Teaching_Composition] teachingcomp: avoiding hard questions? To: teaching_composition@mailman.eppg.com MIME-Version: 1.0 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit X-Mailer: Unknown (No Version) Trent Batson wrote: << From the teacher losing all authority to students deciding they can join class from the comfort of their dorm room.<< Do you think students joining class from the comfort of their dorm rooms is always a bad thing? Last semester, I felt my students had really caught on to the ins and outs of the software we were using (a program which combines a message board format with chat rooms and instant messages). So towards the end of the semester, I told them it was ok to sign on from home. I still held class in the computer lab for those who weren't comfortable "Going to class" without a teacher in the room. Each week, more and more students signed on from home (the program we use also allowed me to take attendence); fewer and fewer needed my help. Students who had problems could "instant message" me, but for the most part they worked fine without extra help from me. Because my class met at 8am, I had pretty low attendence all semester, but on several occasions, ALL of my students "showed up" for class when they could do so in the comfort of their own dorm rooms. I suppose I don't necessarily know that it was the STUDENT signed on and not his or her roomate or friend, but I never found any reason to be suspicious. Are there issues I'm missing here? Some reason why signing on from home is less valuable than signing on in the lab? Aimee Hall AimeeDHall@aol.com Teaching Assistant Northern Illinois University From teaching_composition-admin Tue Apr 25 14:30:46 2000 Received: from corn.cso.niu.edu (tb0mxd1@corn.cso.niu.edu [131.156.1.37]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id OAA25399 for ; Tue, 25 Apr 2000 14:30:44 -0500 (CDT) Received: (from tb0mxd1@localhost) by corn.cso.niu.edu (8.9.1/8.9.1) id OAA06641; Tue, 25 Apr 2000 14:30:37 -0500 (CDT) Date: Tue, 25 Apr 2000 14:30:37 -0500 (CDT) From: day michael Message-Id: <200004251930.OAA06641@corn.cso.niu.edu> To: AimeeDHall@aol.com, teaching_composition@mailman.eppg.com Subject: [Teaching_Composition] Cathy's message Hi all! Not sure what's going on, but Cathy Fussell and Kathy Fitch's latests messages seem to have come only to me, not to the list. I'll repost Cathy's message for you all first, then repost Kathy's in a second message. Sorry about the inconvenience! Cathy's message: From FUSSELL_CATHY@colstate.edu Tue Apr 25 07:27 CDT 2000 From: "Cathy Fussell" To: day michael Date: Tue, 25 Apr 2000 08:26:55 -0500 MIME-Version: 1.0 Content-transfer-encoding: 7BIT Subject: Re: [Teaching_Composition] This list Okay, Michael -- I'll accept your offer to come out and play. I guess I'm responding at least in part to the "My supervisor requires me to teach in a computer classroom; what should I do?" part. I wonder if our situation here at Columbus (Georgia) State University is unique. At the risk of sounding self-serving, I'll give you a description: Several years ago, before I was here, CSU received a windfall of computers and software. Now, this was pretty much all of a sudden, after years of technologial drought, if I may continue my weather metaphor. Okay, so maybe "flood" is better than "windfall." Anyway, Language and Literature all of a sudden had two completely outfitted technology labs and nobody knew much about how to use them. So some wise person decided to employ ME, a veteran high school teacher with a particular interest in technology. My job is to come up with innovative and effective ways to use the technology, and to pass these ideas on to faculty. I use a variety of ways to do this -- "Periodic Tips" sent sporadically via e-mail; offers to demonstrate, workshop, experiment, with my own classes or with others' classes (I teach one or two freshman level courses); presentations at departmental meetings; whatever other formal or informal methods I can come up with. I've been here almost two years, and it seems to be working. Both labs are in use most of the time, and most faculty members are much more positive about using technology than they once were. Anyway, to make a long story end, it seems to have helped us to have present in the labs a NON-TENURE TRACK TEACHER-TYPE TECHNOLOGY PERSON whose sole job it is to help faculty members. I have worked hard to keep the lab scheduling flexible and the lab atmosphere non-threatening. My efforts seem to be paying off; at any rate, I'M having a good time! Cathy Cathy Fussell, Writing Lab Coordinator Department of Language and Literature Columbus State University Columbus, GA 31907-5645 _________________________ Cathy, it looks like you have been very successful! Congratulations. I wonder if you would be able to share some strategies with us for getting our colleagues interested in and feeling confident about teaching in a networked classroom? Thanks, Michael From teaching_composition-admin Tue Apr 25 14:40:05 2000 Received: from corn.cso.niu.edu (tb0mxd1@corn.cso.niu.edu [131.156.1.37]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id OAA25574 for ; Tue, 25 Apr 2000 14:40:04 -0500 (CDT) Received: (from tb0mxd1@localhost) by corn.cso.niu.edu (8.9.1/8.9.1) id OAA07462; Tue, 25 Apr 2000 14:40:02 -0500 (CDT) Date: Tue, 25 Apr 2000 14:40:02 -0500 (CDT) From: day michael Message-Id: <200004251940.OAA07462@corn.cso.niu.edu> To: AimeeDHall@aol.com, teaching_composition@mailman.eppg.com Subject: [Teaching_Composition] Kathy's message As promised, here is Kathy Fitch's message that seemed to come to me only, not to the list. I'd like to share all her very helpful strategies with you. I know that I'm always wondering how to fit in all these activities, and Kathy helps us see a way to do it. Kathy's message: From Kafkaz@kwom.com Tue Apr 25 13:56 CDT 2000 Date: Tue, 25 Apr 2000 13:57:21 -0500 From: Kafkaz X-Accept-Language: en MIME-Version: 1.0 To: day michael Subject: Re: [Teaching_Composition] This list Content-Transfer-Encoding: 7bit day michael wrote: > Good models, gives us betterperspective on how our students feel, etc. . > . . she has the time to do this. Wow! > Guess I should clarify. I *don't* have time, never have time (though I vaguely recall a free hour around this time of year back in 1968--probably piddled it away blowing bubbles and watching them drift off in the breeze. . .), but I *like* to write, and see the benefits that accrue to students, so I beg, borrow, cheat, and steal to get it. Here's how. --Rather than marking every draft (a great time eater, that, and for relatively little benefit to anyone concerned), I opt for workshops, individual conferences, and sometimes small group conferences. Plus, I end up doing a lot of the "process" feedback on the fly in class, which is easy and natural in a lab setting. (Tiring, too, though, hey? Teaching's always somewhat physical, but the lab can be a regular workout.) --I cheat all the time. So, if I'm teaching more than one section of a course, which I generally am, I'm only writing once to a prompt that I may end up using in two or three courses. Plus, I save everything, so if I use some version of the same prompt in a later quarter, I might drag out my writing from last time if I'm in a really severe time pinch. Sometimes I'll mess around with it a little more, then--and I always do clarify that this is an example from last semester when I do that. I try to be an *honest* cheater! --Sometimes, I bring in things that I'm writing for other purposes. A course proposal, say, or an assessment report, or a memo, or an essay that I like. That way, even if I'm not doing *the* assignment (which is better, I think, but not always possible), students still get to see plenty of my mud pie messes, too. Seems only fair. --If a student raises a question that seems likely to be shared by others, I'll post the response I compose to the group as a whole. Hafta do that writing, in any case, so might as well make the best possible use of it. For instance, I do a lot of CATing. So, early in a quarter I might ask students to throw together a couple of "muddiest point" questions. Then, I go through them and try to figure out how to categorize them and boil them down to, say, the top five or ten questions. Then, I write out my answers and post them to the class. This is another instance in which I can cheat a bit by pooling the muddiest points from several sections, and posting the same answers to all of them. Hmm. Guess the point I'm trying ,maybe not so successfully, to make is that if students are to come to see the class's online space as a *writing* and *exploration* space, they need to see that in action, and the teacher can go a long way toward making that happen. (And once that ball is rolling, the students will become more engaged in their own and each others' writing, too.) If it's a worksheet space, and it looks like one, then I don't think length requirements are likely to solve the brevity problem. Maybe they'll even unintentionally exacerbate it by *confirming* the space as a "busy work" domain. Does that make sense? Anyway, I'm off to the great outdoors with kids in tow. Nice breezy day. Maybe we'll blow bubbles. Not piddling, after all, but a kind of composition all its own: breathing soap into rainbowed spheres spinning on the wind. I should make more time for that . . . Kathy at C.O.D. ___________________________ Kathy, I just love that metaphor of a composition as a soap bubble, a rainbowed sphere spinning on the wind! May we all have as much imagination with our classes as we learn how to generate those word bubbles on networked computers. Michael From teaching_composition-admin Tue Apr 25 14:43:47 2000 Received: from wolftree.ULT (wolftree.webct.com [140.239.69.11]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id OAA25773 for ; Tue, 25 Apr 2000 14:43:47 -0500 (CDT) Received: from TrentBatson (webct158.webct.com [140.239.69.158]) by wolftree.ULT with SMTP (Microsoft Exchange Internet Mail Service Version 5.5.2448.0) id 2WFYRQ5K; Tue, 25 Apr 2000 15:59:09 -0400 Message-ID: <019901bfaeee$ab16a260$9e45ef8c@ULT> From: "Trent Batson" To: References: <200004251922.OAA25244@greenhouse.eppg.com> Subject: [Teaching_Composition] Signing on from home Date: Tue, 25 Apr 2000 15:44:28 -0400 MIME-Version: 1.0 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: 7bit X-Priority: 3 X-MSMail-Priority: Normal X-Mailer: Microsoft Outlook Express 5.00.2919.6600 X-MimeOLE: Produced By Microsoft MimeOLE V5.00.2919.6600 Aimee: I just don't know if it's good or bad. I think doing it once a week (with first year students) might be ok. I had the experience one time, however, of my students thinking (when we were having class remotely) that we should only continue for about 20 minutes and then they pretty much started disappearing. This was at Seton Hall where students largely come from Catholic high schools so perhaps the lack of physically present authority went to their heads. So, maybe this depends on your own students and their orientation. Trent ----- Original Message ----- From: To: Sent: Tuesday, April 25, 2000 3:22 PM Subject: Teaching_Composition digest, Vol 1 #31 - 1 msg > > Send Teaching_Composition maillist submissions to > teaching_composition@mailman.eppg.com > > To subscribe or unsubscribe via the web, visit > http://mailman.eppg.com/mailman/listinfo/teaching_composition > or, via email, send a message with subject or body 'help' to > teaching_composition-request@mailman.eppg.com > You can reach the person managing the list at > teaching_composition-admin@mailman.eppg.com > > (When replying, please edit your Subject line so it is more specific than > "Re: Contents of Teaching_Composition digest...") > > > Today's Topics: > > 1. Re: teachingcomp: avoiding hard questions? (aimeedhall@aol.com) > > --__--__-- > > Message: 1 > From: AimeeDHall@aol.com > Date: Tue, 25 Apr 2000 15:22:06 EDT > Subject: Re: [Teaching_Composition] teachingcomp: avoiding hard questions? > To: teaching_composition@mailman.eppg.com > > Trent Batson wrote: > << From the teacher losing all authority to students deciding they can join class from the comfort of their dorm room.<< > > Do you think students joining class from the comfort of their dorm rooms is always a bad thing? > > Last semester, I felt my students had really caught on to the ins and outs of the software we were using (a program which combines a message board format with chat rooms and instant messages). So towards the end of the semester, I told them it was ok to sign on from home. I still held class in the computer lab for those who weren't comfortable "Going to class" without a teacher in the room. > > Each week, more and more students signed on from home (the program we use also allowed me to take attendence); fewer and fewer needed my help. Students who had problems could "instant message" me, but for the most part they worked fine without extra help from me. Because my class met at 8am, I had pretty low attendence all semester, but on several occasions, ALL of my students "showed up" for class when they could do so in the comfort of their own dorm rooms. > > I suppose I don't necessarily know that it was the STUDENT signed on and not his or her roomate or friend, but I never found any reason to be suspicious. > > Are there issues I'm missing here? Some reason why signing on from home is less valuable than signing on in the lab? > > Aimee Hall > AimeeDHall@aol.com > > Teaching Assistant > Northern Illinois University > > > > --__--__-- > > _______________________________________________ > Teaching_Composition maillist - Teaching_Composition@mailman.eppg.com > http://mailman.eppg.com/mailman/listinfo/teaching_composition > > > --__--__---- > > End of Teaching_Composition Digest From teaching_composition-admin Tue Apr 25 14:48:14 2000 Received: from corn.cso.niu.edu (tb0mxd1@corn.cso.niu.edu [131.156.1.37]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id OAA25997 for ; Tue, 25 Apr 2000 14:48:07 -0500 (CDT) Received: (from tb0mxd1@localhost) by corn.cso.niu.edu (8.9.1/8.9.1) id OAA08108; Tue, 25 Apr 2000 14:47:53 -0500 (CDT) Date: Tue, 25 Apr 2000 14:47:53 -0500 (CDT) From: day michael Message-Id: <200004251947.OAA08108@corn.cso.niu.edu> To: Trent.Batson@webct.com, teaching_composition@mailman.eppg.com Subject: Re: [Teaching_Composition] teachingcomp: avoiding hard questions? Thank you Trent for listing not only some of the harder questions, but also the joys and epiphanies of the networked writing classroom. I'm always amazed by the sound of the networked classroom: furious clattering keys punctuated by an occasional "Wow" or peals of laughter, then merging seamlessly into an impromptu oral discussion raised by the the "wow" or laughter, suddenly lapsing back into quiet and clattering keys when the written conversation grabs attention back. It's like a three-ring circus, and I try to be ready for anything. Michael From teaching_composition-admin Tue Apr 25 15:00:04 2000 Received: from corn.cso.niu.edu (tb0mxd1@corn.cso.niu.edu [131.156.1.37]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id PAA26271 for ; Tue, 25 Apr 2000 15:00:04 -0500 (CDT) Received: (from tb0mxd1@localhost) by corn.cso.niu.edu (8.9.1/8.9.1) id PAA09449; Tue, 25 Apr 2000 15:00:01 -0500 (CDT) Date: Tue, 25 Apr 2000 15:00:01 -0500 (CDT) From: day michael Message-Id: <200004252000.PAA09449@corn.cso.niu.edu> To: Trent.Batson@webct.com, teaching_composition@mailman.eppg.com Subject: Re: [Teaching_Composition] Signing on from home Aimee raises a great question that to me relates to important issues in distance education. Can we say that there are distinct advantages to having students in a room with us, advantages related to the ease of making connections and asking questions, the heightened sense of shared responsibility and class community that goes with seeing and hearing other human beings in the class? What forms of interaction and synergy might we be missing out on if our class is distributed throughout isolated homes and dorm rooms? What extra precautions need we take to help keep class responsibility and community at high levels if students are not physically present? Which interactive tools foster class community best? I think it's great to allow students to "attend" from home now and then, but I would hate to lose the sense of a physical class community, even in a computer classroom. We need to find the right balance of face-to-face and virtual activities. Michael From teaching_composition-admin Tue Apr 25 23:15:51 2000 Received: from cs1.wauknet.com (cs1.wauknet.com [156.46.216.10]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id XAA07186 for ; Tue, 25 Apr 2000 23:15:50 -0500 (CDT) Received: from krahn ([156.46.216.133]) by cs1.wauknet.com (Post.Office MTA v3.5.3 release 223 ID# 0-52091U1300L100S0V35) with ESMTP id com for ; Tue, 25 Apr 2000 23:17:30 -0500 Message-Id: <4.2.0.58.20000425231212.009abb90@mail.wauknet.com> X-Sender: krahn@mail.wauknet.com (Unverified) X-Mailer: QUALCOMM Windows Eudora Pro Version 4.2.0.58 Date: Tue, 25 Apr 2000 23:17:17 -0500 To: teaching_composition@mailman.eppg.com From: "Albert E. Krahn" Subject: [Teaching_Composition] Converse? Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii"; format=flowed Trent Since you've been at this for so long, maybe you can fill me in about a dual screen program named Converse that was used in the vicinity of 1984. Have you ever heard of it? If so, did it work? The reference popped up in an article from Oct 1984. Was it anything like Connect, Daedalus, or--what's the name of the third one around now that uses a split screen? Maybe someone else may have heard of it. akra From teaching_composition-admin Wed Apr 26 10:05:37 2000 Received: from beach.silcom.com (beach.silcom.com [199.201.128.19]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id KAA23166 for ; Wed, 26 Apr 2000 10:05:36 -0500 (CDT) Received: from www (pm2-42.sba1.avtel.net [207.71.218.142]) by beach.silcom.com (Postfix) with SMTP id AEC081455A5 for ; Wed, 26 Apr 2000 08:05:34 -0700 (PDT) From: "Chris Johnston" To: "teachingcomp" Subject: RE: [Teaching_Composition] teachingcomp: avoiding hard questions? Date: Wed, 26 Apr 2000 08:04:49 -0700 Message-ID: MIME-Version: 1.0 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: 7bit X-Priority: 3 (Normal) X-MSMail-Priority: Normal X-Mailer: Microsoft Outlook IMO, Build 9.0.2416 (9.0.2910.0) In-Reply-To: <015201bfaee4$69c8b140$9e45ef8c@ULT> X-MimeOLE: Produced By Microsoft MimeOLE V5.00.2615.200 Importance: Normal ^^^^^^^^....not my name ;-) Trent (& other more experienced folk): I certainly agree with you and realize that a networked classroom releases whole new sets of energies in the classroom to be harnassed, but one of the most difficult problems I've had to deal with is figuring out how to "harness" the energy identified as the first problem on your list: "From flaming, to ganging up on one student, to the tendency to write short, flip responses" I haven't run across much recent research into this phenomenon, but it sure does exist. I'm looking for a sound approach to dealing with this type of situation. It seems quite distinct from the student who acts out in a f2f environment, in fact, in my experience a mild mannered, polite individual can change into quite a flaming monster due to the mediating effect of the computer environment. What do you make of that? Chris Johnston -----Original Message----- From: teaching_composition-admin@mailman.eppg.com [mailto:teaching_composition-admin@mailman.eppg.com]On Behalf Of Trent Batson Sent: Tuesday, April 25, 2000 11:31 AM To: teachingcomp Subject: [Teaching_Composition] teachingcomp: avoiding hard questions? The networked classroom, as Michael and I think of it, involves students and faculty all in a classroom but communicating via a chat tool instead of talking (at least for part of the time, anyway). Having done this since 1985, I am painfully aware of the many problems as well as joyfully aware of the many pleasures. From flaming, to ganging up on one student, to the tendency to write short, flip responses -- From the network failing to students losing all their work From the teacher losing all authority to students deciding they can join class from the comfort of their dorm room And from vital, engaging discussions to having to force students to leave, finally, about 30 minutes after the class was supposed to end Or from students having an epiphany about the value of knowing who you are writing to, to students discovering that they are witty writers after all . . . We've compared it to riding a one-eyed horse (anyone know that poem?) Or to existing WITHIN an evolving text. Anyway you look at it, energies are released. Your job, should you accept it, is to use those energies. This message will self-destruct in 5 seconds. _________________ Trent Batson, Ph.D., Consultant WebCT Two Corporation Way Peabody, MA 01960 978-538-0036 401-225-5009 (cell) 978-538-0309 (fax) www.webct.com From teaching_composition-admin Wed Apr 26 10:14:25 2000 Received: from corn.cso.niu.edu (tb0mxd1@corn.cso.niu.edu [131.156.1.37]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id KAA24024 for ; Wed, 26 Apr 2000 10:14:23 -0500 (CDT) Received: (from tb0mxd1@localhost) by corn.cso.niu.edu (8.9.1/8.9.1) id KAA28672; Wed, 26 Apr 2000 10:14:05 -0500 (CDT) Date: Wed, 26 Apr 2000 10:14:05 -0500 (CDT) From: day michael Message-Id: <200004261514.KAA28672@corn.cso.niu.edu> To: chrisj@education.ucsb.edu, teaching_composition@mailman.eppg.com Subject: RE: [Teaching_Composition] teachingcomp: avoiding hard questions? Chris, I know Trent will jump in on this one, but Sharon Cogdill has an excellent chapter on dealing with flaming and other disruptive student behaviors in networked writing classrooms, now available in _The Online Writing Classroom_. You can find more information about that text in the Resources section of our featured web, http://www.engl.niu.edu/tcomp/. Best, Michael From teaching_composition-admin Wed Apr 26 10:42:32 2000 Received: from wolftree.ULT (wolftree.webct.com [140.239.69.11]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id KAA24588 for ; Wed, 26 Apr 2000 10:42:31 -0500 (CDT) Received: from TrentBatson (webct167.webct.com [140.239.69.167]) by wolftree.ULT with SMTP (Microsoft Exchange Internet Mail Service Version 5.5.2448.0) id 2WFYRWZS; Wed, 26 Apr 2000 11:58:02 -0400 Message-ID: <003a01bfaf96$214ccde0$a745ef8c@ULT> From: "Trent Batson" To: , "Albert E. Krahn" References: <4.2.0.58.20000425231212.009abb90@mail.wauknet.com> Subject: Re: [Teaching_Composition] Converse? Date: Wed, 26 Apr 2000 11:43:12 -0400 MIME-Version: 1.0 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: 7bit X-Priority: 3 X-MSMail-Priority: Normal X-Mailer: Microsoft Outlook Express 5.00.2919.6600 X-MimeOLE: Produced By Microsoft MimeOLE V5.00.2919.6600 Al: sorry, haven't heard of Converse. The "split screen" is common to all chat tools that I've seen, including MOOs, divided between your private composing space and the public streaming "conversation" space. Trent ----- Original Message ----- From: "Albert E. Krahn" To: Sent: Wednesday, April 26, 2000 12:17 AM Subject: [Teaching_Composition] Converse? > real_name > Trent > Since you've been at this for so long, maybe you can fill me in about a > dual screen program named Converse that > was used in the vicinity of 1984. Have you ever heard of it? If so, did it > work? > The reference popped up in an article from Oct 1984. > > Was it anything like Connect, Daedalus, or--what's the name of the third > one around now that uses a split screen? > > Maybe someone else may have heard of it. > > akra > > > _______________________________________________ > Teaching_Composition maillist - Teaching_Composition@mailman.eppg.com > http://mailman.eppg.com/mailman/listinfo/teaching_composition From teaching_composition-admin Wed Apr 26 11:34:33 2000 Received: from wolftree.ULT (wolftree.webct.com [140.239.69.11]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id LAA26046 for ; Wed, 26 Apr 2000 11:34:32 -0500 (CDT) Received: from TrentBatson (webct167.webct.com [140.239.69.167]) by wolftree.ULT with SMTP (Microsoft Exchange Internet Mail Service Version 5.5.2448.0) id 2WFYRXMT; Wed, 26 Apr 2000 12:50:02 -0400 Message-ID: <00d101bfaf9d$658b0880$a745ef8c@ULT> From: "Trent Batson" To: "teachingcomp" Subject: [Teaching_Composition] Flaming Date: Wed, 26 Apr 2000 12:35:13 -0400 MIME-Version: 1.0 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: 7bit X-Priority: 3 X-MSMail-Priority: Normal X-Mailer: Microsoft Outlook Express 5.00.2919.6600 X-MimeOLE: Produced By Microsoft MimeOLE V5.00.2919.6600 Michael and Chris and others: here a good dose of teacher judgment comes into play -- students live by being contrary and pushing our buttons, as we all know. I love it when that's creative and just a bit outrageous. But both they and you know when they have stepped over the line - when the language becomes unacceptable or when one person is becoming the object of abuse. A simple warning the first time, either vocally or in the chat, should be enough -- and make sure you do it in a matter-of-fact way, acknowledging that both you and they know there's been a breach of taste or consideration. Those teachers who make too big a deal, or over-react, will be rewarded with more testing, as it has now become a game. In the rare cases where a student didn't "get it" the first time and insisted on being over the line, I've told them simply that a continuation of their behavior will get them out kicked out of class. Usually, right at the start of the semester, students will test the limits. Be very quick and absolute -- it won't be tolerated, period. Just say it or write it simply and with no show of emotion, and then move on with the conversation. In almost all cases, everyone will be relieved that you've established parameters. Trent ----- Original Message ----- From: "day michael" To: ; Sent: Wednesday, April 26, 2000 11:14 AM Subject: RE: [Teaching_Composition] teachingcomp: avoiding hard questions? > real_name > > Chris, I know Trent will jump in on this one, but Sharon Cogdill > has an excellent chapter on dealing with flaming and other > disruptive student behaviors in networked writing classrooms, > now available in _The Online Writing Classroom_. You can find > more information about that text in the Resources section of > our featured web, http://www.engl.niu.edu/tcomp/. > > Best, > > Michael > > _______________________________________________ > Teaching_Composition maillist - Teaching_Composition@mailman.eppg.com > http://mailman.eppg.com/mailman/listinfo/teaching_composition From teaching_composition-admin Wed Apr 26 12:01:46 2000 Received: from wolftree.ULT (wolftree.webct.com [140.239.69.11]) by greenhouse.eppg.com (8.9.3/8.9.3) with ESMTP id MAA26383 for ; Wed, 26 Apr 2000 12:01:45 -0500 (CDT) Received: from TrentBatson (webct167.webct.com [140.239.69.167]) by wolftree.ULT with SMTP (Microsoft Exchange Internet Mail Service Version 5.5.2448.0) id 2WFYRXW2; Wed, 26 Apr 2000 13:17:17 -0400 Message-ID: <010b01bfafa1$33bbbbc0$a745ef8c@ULT> From: "Trent Batson" To: "teachingcomp" Subject: [Teaching_Composition] Did "real_name" disappear? Date: Wed, 26 Apr 2000 13:02:27 -0400 MIME-Version: 1.0 Content-Type: multipart/alternative; boundary="----=_NextPart_000_0108_01BFAF7F.AC4E8E40" X-Priority: 3 X-MSMail-Priority: Normal X-Mailer: Microsoft Outlook Express 5.00.2919.6600 X-MimeOLE: Produced By Microsoft MimeOLE V5.00.2919.6600 This is a multi-part message in MIME format. ------=_NextPart_000_0108_01BFAF7F.AC4E8E40 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable I think we might have been successful in eliminating that silly little = "real_name" header appearing in all messages. I'm surprised it didn't = launch a thread on the metaphysical question of what IS one's real = name????? Trent _________________ Trent Batson, Ph.D., Consultant WebCT Two Corporation Way Peabody, MA 01960 978-538-0036 401-225-5009 (cell) 978-538-0309 (fax) www.webct.com ------=_NextPart_000_0108_01BFAF7F.AC4E8E40 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable
I think we might have been successful = in=20 eliminating that silly little "real_name" header appearing in all=20 messages.  I'm surprised it didn't launch a thread on the = metaphysical=20 question of what IS one's real name?????
 
Trent

_________________
Trent Batson,=20 Ph.D.,