Scholastic writing used to be disconnected. From research: reading and writing took place in different spaces at different times. From other writers: writing was a solitary activity. From previous steps of the process: each piece of writing produced along the way was discarded. From a real audience: students wrote to prove something to a professor who claimed they were engaged in an imaginary “academic discourse.” From authentic purpose: writing ended up in the garbage can and all the student’s hard work, knowledge, insights and craftsmanship were wasted.
Continue reading “Collaborative and Integrated Composition Classes (with New Media Support)”
Not sure how to begin the story of how I came to be sitting here with my laptop at Cafe Abir (just a moment, let me pick up my triple latte), writing a technoliteracy autobiography, but I will just get started and see what comes out. I can always fix things — make that, revise — later. After all, this changing piece of writing, which is morphing under my fingertips even now, is the climax of the story I wish to tell, the story of how my own composition process has changed because of digital technology and how that should affect the way I teach writing.
Continue reading “Technobabble: The Digital Life of Ronosaurus (Writing and Teaching with New Technologies)”