15 articles
Pedagogical Violence and the Power of Language
Purpose of Education CFP
Maggie Melo
Being able to name violence (potential & past) gives students power & the ability to move through/against oppressive structures of the academy.
Risk and Event-Based Pedagogies
Ben Harley
Writing is neither a process nor a product; it is an event that transforms those who engage in it. Teachers must acknowledge not just the rewards but also the risks inherent in the
Twessays and Composition in the Digital Age
Donna M. Alexander
While written assignments are typically growing in length in line with the ever-expanding volume of resources available to student writers, platforms like Twitter demand more succinct approaches to writing and offer a range
Messy Minds: The Autoethnography of Learning
Naomi Barnes
I’ve had my arse handed to me a few times online. Enough times to realise that writing provocatively (whether intentional or not) is often worth the activity. The most memorable and behaviour
Risk Taking is a Form of Playing it Safe
Sam Hamilton
We like to talk about risk. We talk about the virtues of taking risks, we tell each other to take risks, we tell each other to tell our students to take risks, and,
Plagiarism is Dead; Long Live the Retweet: Unpacking an Identity Crisis in Digital Content
Susanne Murphy
“What oft was thought but ne’er so well express’d” Alexander Pope’s eighteenth century advice to writers — now known as content producers — has a new relevance for the Internet Age, although
Turned On: On the Impossibility of Queer (and) Composition
Joshua Adair · Paul Walker
And those who were seen dancing were thought to be insane by those who could not hear the music. ~ Friedrich Nietzsche When, exactly, do we want less eroticism? ~ Geoffrey Sirc If I can’
Learning to Let Go: Listening to Students in Discussion
Chris Friend
A class discussion where the teacher pre-determines the outcome is just a lecture in disguise, dressed up to feel student-centered while still being instructor-directed. When a class involves discussion, we owe it to
Syllabus as Manifesto: A Critical Approach to Classroom Culture
Adam Heidebrink-Bruno
This article is the first in a two-part series. “Envisioning the Radical Syllabus: A Critical Approach to Classroom Culture, Part 2” provides response and follow-up from the author. Syllabi that reflect the mundane,
Learning Beyond Limits: Open Source Collaboration in the Classroom
Adam Heidebrink-Bruno
The Challenge: Incorporate an open source community service project into every class. What happens to a student paper or project after the individual turns it in or presents it in class? Where does
Will MOOCs Work for Writing?
Chris Friend
When faced with a complex, fluid, and potentially uncontrollable situation, I’ve often heard people say, “It’s like herding cats.” I can think of no more complex, variable, and fluid task than
Vlogging Composition: Making Content Dynamic
Susan Gail Taylor
With technological innovations come opportunities for students to compose, communicate, share, collaborate, and express themselves in contemporary ways as well as opportunities for teachers to harness potential academic possibilities. Vlogging, or video blogging,
Learn Like an Arachnid: Why I’m MOOCifying
Janine DeBaise
Every fall when I ask my first year students, “Why did you choose the College of Environmental Science and Forestry?” at least one will answer, “I want to save the world.” By the
Bring Your Own Disruption: Rhizomatic Learning in the Composition Class
Tanya Sasser
Too often, rather than inviting First-Year Composition (FYC) students into the disruptive experience of being a writer, we try to shield them inside the safety of the walled garden of neatly ordered paths
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