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)”
Written May 17, 2010
The university took from me the ability to write. During creative writing workshops at the University of Utah, I learned the important, but painful lesson that a lot of my writing was melodramatic, cliche-ridden, and fatty. I learned what not to write, but not how to write. I learned what to cut, but not how to produce. I dropped out of college and began two decades of obsessive revision, revision, revision. I have drawers full of well-polished beginnings, written for no one, read by no one. About sixteen years after dropping out, I went back to school. And I love it. Since the university gave me writer’s block, it is appropriate that the university has now opened the floodgates. I have become a prolific writer, who is actually read by real people in the real world. (Hello, world!)
Continue reading “The Floodgates Have Opened: A Writer and a Teacher Today”
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)”