Collaborative and Integrated Composition Classes (with New Media Support)


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.

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Technobabble: The Digital Life of Ronosaurus (Writing and Teaching with New Technologies)

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.

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